731 24 26018 https://digitalcollections.library.gvsu.edu/files/original/c12b82b68ce1597daf362c38f13dd2c0.pdf df91111e457cfe8ee627a1b493fab217 PDF Text Text POWWOW NORTH AMERICAN INDIAN STUDENT ORGANIZATION OF MICHIGAN STATE UNIVERSITY FOURTH ANNUAL POW WOW MSU'S Demonstration Hall Grand Entries: Saturday 2:00 & 7:00p.m. Sunday 2:00p.m. Host Drum: to be announced Contest Dancing, Indian Traders Welcome, Raffles No food concessions allowed Donations: to be announced For more information contact: Karla Abbott [517]355-1249 after 5 p.m. Deborah Galvin [517]353-5210 or N .A.I.S.O. office [517]353-5255 x58 M, W 1-4p .m. All proceeds go to the John R. Winchester Indian [Scholarship and Loan) Memorial Fund February 16-17, 1985 ____ "_ -As e.=#ll:4!!!r==== - - =-----==- !I!!'!!._., "'l!!IIP- Progromm ,n g Boord � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_msu-annual-pow-wow_1985-02 Title A name given to the resource Michigan State University Annual Pow Wow, February 1985 Date A point or period of time associated with an event in the lifecycle of the resource 1985-02 Description An account of the resource Michigan State University Annual Pow Wow flyer, East Lansing MI, February 16-17, 1985, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource North American Indian Student Organization Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/53cdaed8c8d4842098766820c4f4fabf.pdf e336cd1eac024ed10f5dcd429ba1411f PDF Text Text t ', SL St\/'>t \ Z\ Z»Z»/»1S /S 2SZ\ 6ZSZ\ZSZ\Z\l\Z\Z\Z\l\ZS1 \ Z\2SZS NOR TH AMEil/CAN IN0/11N STUDENT ORGANIZATION _ Rm. 328 Union Bldg. Michl(JJn StJte Umvemry \ZS ZS ZSZ\ ZS ZS ZS %\ZS%\ ZS ZS 2\2\2\ ZS ZS ZSZ\ZS ZS ZS I\/ \IS ZSZS ZS (517) 353-5255 x58 North American Indian Student Organization Presents · Fifth Annual Pow-Wow Contest dancing, Open Drum, Raffles, Traders Welcome. -- Women's IM Circle Room 216 Michigan State University East Lansing, Michigan Call For More Information: Deb Galvan 353-521 O Eva Kennedy 355-0333 - February 22-23, 1986 Grand Entries Saturday 2:00 & 7:00 p.m. Sunday 2:00 p.m. No Food Concessions Allowed . . zv szszsz<:: 7,zszszszszsz Y SZSZSZ sz Y vV SZSZSZ V V YVSZ\, o o o.....o....o o-o o·~ ' 1,.x 7\ / \ l"-7\.7\.7\.lVV_'QS:ZSZVVVV.V YV\J\.J\2 S2SZSZSZ\ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_msu-annual-pow-wow_1986-02 Title A name given to the resource Michigan State University Annual Pow Wow, February 1986 Date A point or period of time associated with an event in the lifecycle of the resource 1986-02 Description An account of the resource Michigan State University Annual Pow Wow flyer, East Lansing MI, February 22-23, 1986, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource North American Indian Student Organization Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/8d9041cc5ed42ba5a8bfd5a71d7724c8.pdf 6d6cf8ef9a0da8708f8a77dacd8d3573 PDF Text Text - - -----=- UNIVEr,SJ . 0 . ~ --~-;:::::::;---- ~~,....~"~ ,~ 'Y- --~1- / ~ -~- ~¥/ FEBRUARY 18 &19, 1989 ic=i~-c- ~::~~=~e :--,-=--~-~MICHIGAN STATE UNIVERSITY c,~ 8TH ANNUAL ~; ·~ Pow wow~ f Sponsored by: North American Indian Student Organization & ASMSU Programming Board Inter-Tribal Dancing Traditional Singing Native American Crafts =.==.:::: - . - ~:-'";-1/ - · .: ' · Location: MSU Campus Demonstration Hall East Lansing Michigan 1 Admission: Traders Fees: ---- $3.00 Adults - :=.---c--~-=_,::-=:::_$30.00 - Weekend __ _:_ __----$2.00 Students w/ID _ S20.00 - Day :::: -~-~~""-"~~'.TSJ .00 Children(0-1-2) :~-:cc; ~Native _-:American Crafts only - "'-;;· $5.00 Weekend button - No Food Concessions Senior Citizens Free _ -, - Saturday 9-12 Registration of Dancers & Singers Contest Dancing & Drum Money to first 4 reg. GRAND ENTRY Saturday 1:00 & 7:00 Sunday_ _ 1.:op _ - ~".= ~ = ASMS Programm,ng ~,...,~~~-==:No Drugs or:-:Alcohol - ~ Allowed · ~ . -:_:; For more information Contact: Boord Bea Peters 517-353-7745 Debbie Galvan 517-353-5210 �LANSING AREA Mo tl!!l 6 112 E. Main Lansing, Michigan 517-484-6722 Cuality Inn 3121 E. Grand River Lansi ng, Michigan 517-351-1440 Comfort Inn 2209 University Park Dr. Okemos, Michigan 517-349-9700 U,aMaC Days Inn 500 South Capitol , Lansing, Michigan ; 517-482-1000 University Inn 1100 Trowbridge Rd. East Lansing, Michigan 517-351-5500 Kellogg Center <on Campus South Harrison Rd. East Lansing, Michigan 517-322-6571 Red Roof Inn 3615 Dunckel Lansing, Michigan 517-332:-2::75 Residence Inn East 1600 E. Grand River East Lansing, Michigan 517-332-7711 Ho 1 iday Inn At University Place 220 Mac East Lansing, Michigan 517-337-3805 POWWOW . .: MICHIGAN STATE UNIV. a \C ... 7 ..: •oo 1100 FUT ... C:O\.Q ........... INC: • • ,, ___ -·--- ··-:=±:.: ___ ... . ---~---. --:u --- ·---· ----·----··---·-·-·--------·----- -.,__.., , _,; -~~ NO DRUGS NO ALCOHOL " 0 0 4 0 4 X --~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_msu-annual-pow-wow_1989-02 Title A name given to the resource Michigan State University Annual Pow Wow, February 1989 Date A point or period of time associated with an event in the lifecycle of the resource 1989-02 Description An account of the resource Michigan State University Annual Pow Wow flyer, East Lansing MI, February 18-19, 1989, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource North American Indian Student Organization Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/bbe015d9a239b4caebb7d838a0971747.pdf 12d339ad600c2bb6d272a83c682cbb0c PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_msu-annual-pow-wow_1990-02 Title A name given to the resource Michigan State University Annual Pow Wow, February 1990 Date A point or period of time associated with an event in the lifecycle of the resource 1990-02 Description An account of the resource Michigan State University Annual Pow Wow flyer, East Lansing MI, February 17-18, 1990, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource North American Indian Student Organization Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/1b20ebc4ca170431a245a6c9a77aa53a.pdf 1d718b64737f5e7b7ace48192c230a5f PDF Text Text DtJ Michigan State University 00 0 The North American Indian Student Organization [] 10th Annual POWWOW February 16 - 17, 1991 Michigan State University Campus Demonstration Hall East Lansing,Michigan Grand Entry: Saturday 1:00 pm and 7 :00 pm Sunday 1:00 pm Gate Donation Weekend Button $8.00 Adults $5.00 Student with ID $2.00 Children 5-12 $2.00 Senior Citizens Free Children 0-4 Free Host Drum Young Nations Ntonawanda, New York Drums Payment to first five registrants with Drum and singers Dance Contest Registration $5.00 Traders' Fee Additional information: . Bedahbin Webkamigad JoLee Webb Bea Peters 517-482-0051 517-355-1686 517 --353-77 45 -- ............ -___-__ ·-A s ·. ====· "~= -===-:. -Ii;;;...;;;...;;;;;. ·--...- I Ba < ; ·• _ . . . .- ~.§ ~ ~ ..- : - : . . -: ·· ..-.-. ... . $75.00 Weekend $45.00 Day $15.00 each additional table Native American Crafts only Absolutely no Food concessions f .. . · PJ.,ogrammirfg - Board ..__ .. -. :. . NO DRUGS OR ALCOHOL ALLOWED Michigan State University is an Affi.rmative Action, Equal-Opportunity Institution 08 �MICHIGAN STATE UNIVERSITY rAMPUS - @ Directions: I-96 and all major Highway Traffic take I-96 to Trowbridge Road exit for MSU, turn left on Harrison, third light turn right on Kalamazoo. Turn right on Dem Hall Road. Demonstration hall will be on your left and parking is Ea~t of Dern Hall at the IM visitors parking lot. I ro LANSING AREA / 21 Park Inn Inter. 1100 Trowbridge Rd. (517) 351-5500 , East Lansing, MI $34/Single + $3 for each Quality Inn 3121 E. Grand River Lansing, MI (517) 351-1440 Queen size beds only $46/Single $54/double (includes breakfast) 22 j East Lansing II J 23 Kellogg Center s. Harrison .R oad East Lansing, MI (517) 322-6571 $51/Single - $55 Double Residence Inn 1600 E. Grand River East Lansing, MI , (517) 332-7711,I ~(111lC'"', $59- studio suite - kitche $79 - Penthouse Suite 2-bedrm, 2-bath, kitchen 24 t· 0 you must mention you are F~~ha~~eR~:;s~e;~~:0 ~ ~~ receive the ~pecial rates. ;~ices depend on a minimum of reservations. Holiday Inn - East 220 MAC Ave. East Lansing, MI (517) 337-4440 . $ 6?/single $77/double 27 30 Frandor Shopping Cent 32 Meridian Mall � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_msu-annual-pow-wow_1991-02 Title A name given to the resource Michigan State University Annual Pow Wow, February 1991 Date A point or period of time associated with an event in the lifecycle of the resource 1991-02 Description An account of the resource Michigan State University Annual Pow Wow flyer, East Lansing MI, February 16-17, 1991, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource North American Indian Student Organization Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/bd3d65fc2791dd55d45e20c6a6b3e70e.m4v 87fe223a4f9499029b953bbaeb4df535 https://digitalcollections.library.gvsu.edu/files/original/1972ae9cc777bff848d363f4b31383da.pdf 246d1ae15b1742a0d77c0bffea12fead PDF Text Text Grand Valley State University Veterans’ History Project Buford North World War II 1 hour 12 minutes 35 seconds (00:01:17) Early Life -Born in Paragould, Arkansas on October 22, 1922 -He was one of twelve children -Eight boys in the family and four girls -One brother and one sister are still alive -His father’s name was John and his mother’s name was Myrtle -He went to Beech Grove Elementary School in Arkansas -There were twenty to twenty five students in the whole school -He went to high school in Flint, Michigan -Wasn’t able to graduate because of joining the Navy, but he did get his GED -His father was a farmer in Arkansas and a General Motors factory worker in Michigan -His mother was a housewife -Had to take care of the children (00:05:17) Start of the War, Awareness of the War and Enlisting -He was in eleventh grade when the war began -He remembers the attack on Pearl Harbor and Congress declaring war on December 8, 1941 -Prior to going into the service he had electrician experience -This led to him qualifying to becoming a ship electrician in the Navy -He remembers that everyone was emotional after the attack on Pearl Harbor -He eventually received his draft notice six months after Pearl Harbor -His brother had already been in the Army and had served in the North Africa Campaign -He was wounded and discharged before Buford entered the service -His brother’s experience in the Army motivated him to join the Navy instead -He enlisted in the Navy in June 1942 (00:09:02) Training Pt. 1 -He went to Great Lakes Naval Station, Illinois for basic training -From Illinois he was sent to Louisiana to get his assignment -He was assigned to a destroyer and received further training in Louisiana -From Louisiana he went to Orange, Texas and went aboard the ship there -It was a different life being in the Navy -Had to leave a familiar life behind and essentially begin anew in the Navy (00:11:34) Sinking of the Ship and End of Service -His ship was hit and sunk on June 10, 1945 off the coast of Okinawa -After the ship was sunk he was sent to San Diego, California -Once he arrived in San Diego he was discharged from the Navy (00:12:10) Training Pt. 2 -He feels that he did well in basic training -Followed the orders that he was given -At Great Lakes Naval Station he was given gunnery training on Lake Michigan �-Firing at targets that were out on the Lake -When he was sent to Louisiana he was stationed in New Orleans -When he went to Texas the ship that he was assigned to was still being built -While waiting for the ship’s building to be completed he received further gunnery training (00:13:34) Assignment to the USS William D. Porter -He had been assigned to the USS William D. Porter DD-579 (a destroyer) -It had 5 inch guns and twin-mounted 40mm antiaircraft guns -There was an original crew of 350 men -Had to take on more men because they didn’t have enough to man the guns -Specifically needed more sailors to be able to use the depth charges -He specialized as an electrician aboard the ship -He served with other men from Michigan (they came from Pontiac and Detroit) -Prior to becoming an electrician on the ship he had received electrician training -At the General Motors Institute and in Electrician Specialist School -He boarded as an Electrician’s Mate Third Class -He and the other original crewmen boarded the Porter latter part of 1942 (September 27, 1942) (00:19:10) Escorting President Roosevelt and Maneuvers -After the Porter was launched they crossed the Gulf of Mexico -Received more gunnery training aboard the Porter while travelling -The Porter was selected to be an escort in the convoy taking President Roosevelt to Africa -FDR was being taken to the Cairo and Tehran Conferences at this time -The Porter was helping to escort the USS Iowa (battleship) that FDR was aboard -Afterwards they returned to the States and crossed through the Panama Canal -They had trained in Cuba, Bermuda and Trinidad -Note: The entire crew of the Porter was under arrest, briefly, at Bermuda -There had been a friendly fire incident involving the USS Iowa -It had been construed as an assassination attempt; pardoned by FDR (00:23:50) Joining the Pacific Fleet and Philippines Campaign -Note: The Porter went to the Aleutian Islands before the Philippines Campaign -The Porter was assigned to Pacific Fleet 58 -Comprised of the following ships: -7 battleships, 7 cruisers, 14 destroyers, and 2 Australian ships -They were bound for the Philippines to aid in the U.S. Invasion of Luzon -The Fleet pulled into the Lingayen Gulf and the Australian ships went in first -The Australian ships received the brunt of the Japanese defenses and had to retreat -Two American destroyers were sunk by the Japanese in the Lingayen Gulf -The Porter’s task was to help destroy Japanese defenses, so U.S. ground forces could move in (00:27:36) Sailing to the Aleutian Islands -The Porter went up to the Aleutian Islands, Alaska to aid in continued fighting there -Note: Mr. North says that this was after the Philippines, but in fact it was before -The Porter operated in the Dutch Harbor, Adak and Unalaska areas of the Aleutian Islands -Aided in bombarding Japanese positions that were still there -Conditions in Alaska were good, the sea was calm, but there was a consistent heavy fog (00:28:58) Okinawa Campaign and Sinking -After the Aleutian Campaign they sailed to Pearl Harbor -After Pearl Harbor they sailed to Okinawa �-They went to Okinawa to support the ongoing American campaign there -They were hit fifty miles off the coast of Okinawa by a Japanese kamikaze -Sometimes Japanese planes would attack in groups of thirty at a time -They were aiding in the bombardment of Okinawa at the time -Bombarded Japanese positions for three days and three nights -He was always astounded by the firepower of U.S. battleships -They were attacked by kamikazes and two were able to break through their defenses -The one that hit them crashed below the Porter and exploded beneath the ship -It caused severe damage to the engine room (00:32:10) Abandoning Ship -He was up to his knees in water after the ship was hit -His task then was to shut down the generator and redistribute the ship’s electricity -After that he aided in helping keep the pumps powered by emergency generators -This wasn’t the first time they had experienced kamikaze attacks -They had been attacked by them in the Lingayen Gulf -When the Porter began to go down the wounded were evacuated first -Miraculously no one had died aboard the Porter -They were able to keep the ship afloat for an hour before finally abandoning ship -He remembers watching the ship sink -Once he abandoned ship he was taken off the Porter by a U.S. landing craft -The USS William D. Porter sank June 10, 1945 (00:37:25) Coming Home and End of Service -After the Porter sank he and the other crew were sent to Okinawa -At Okinawa they boarded a U.S. transport ship bound for New Guinea -Also sailed with Japanese prisoners of war -In New Guinea they were issued new clothing -After leaving New Guinea they went to Pearl Harbor and from Pearl Harbor back to the States -Arrived in San Francisco -He remembers going under the Golden Gate Bridge -After arriving in San Francisco he was sent to Mare Island Naval Shipyard -From there he was discharged (00:40:50) Getting Wounded on the Porter -When the Porter was hit the concussion of the explosion ruptured floor plates -They were held together by bolts -One of the bolts flew up from the floor plate and hit Buford’s knee -It didn’t cause any serious damage, or require hospitalization -He was told he would be awarded a Purple Heart, but never received it (00:43:28) Life after the War Pt. 1 -After the war he worked in General Motors Buick Motor Division -He worked as an electrician there -He started working for GM in 1947 and retired in 1983 -After retiring he took up golf -Wanted to use it as an avenue to travel -Later in life he attended Porter crew reunions throughout the U.S. -He specifically remembers the ones in New York City and Orlando, Florida -Over the years he kept in contact with the men from Michigan that he had served with �(00:45:48) Personal Communication and Living Conditions in the Navy -He stayed in contact with his family by way of mail -On board the ship they used short wave radios for shipboard communication -Had to have the ability to communicate with various rooms on the ship -The crew had no access to the telephones on the ship for personal communication -It would take a couple months to receive letters from his family -He ate pretty well on the Porter -In Alaska they were able to eat fresh tuna -Filtered their own water aboard the ship -Took in ocean water and cleaned and desalinated it for consumption -In Australia they would get frozen beef supplies -They had to make supplies last until they were able to get into a port again (00:51:31) Downtime in the Navy -Aboard ship they had access to movies -They had access to radios for entertainment purposes if there was nothing to do -They were able to pick up the Bob Hope Show broadcast -To get new movies they would swap films with other ships nearby -Some sailors would take out a boat and go over to the ship and make the exchange -After they returned to San Francisco they were given leave -He was able to go to a military club with the friends that he had made from Michigan (00:55:00) The Men He Served With -Feels that he served with good officers and enlisted men -After going over to the Pacific the Porter was assigned a new commander (00:55:48) Education after the War -He went to a junior college (community college) after the war -He went back to General Motors Institute for further electrical training (00:57:01) Other Details Pt. 1 -While they were near Australia they would run into massive schools of flying fish -In the Pacific the ship had to zigzag to avoid Japanese submarines still in the area (00:57:57) Veterans’ Group Involvement -After his service he joined the American Legion at Post 413 in Grand Blanc, Michigan -Served as their Vice Commander for a time -Involved with various trips and activities with the Legion -Eventually had to leave that Post because he had to move closer to his job with GM (00:59:45) Reflections Pt. 1 -He still uses Navy terms in everyday life -Feels that he is part of a dwindling group of WWII veterans (01:01:46) Other Details Pt. 2 -In the Pacific they would run into sporadic storms -Crossed the Equator and International Date Line multiple times -He thought that the Equatorial region would be hotter than it was -When they crossed the Equator the first time the new sailors had to be “initiated” -Ceremony carried out by veteran sailors who had crossed the Equator before -One of the crewmen was a survivor from the USS Arizona -When they stopped in Pearl Harbor he was able to see the wreckage of the USS Arizona �(01:06:50) Life after the War Pt. 2 -He had one daughter -He is now both a grandfather and a great-grandfather (01:07:16) Reflections Pt. 2 -He considers himself one of the lucky older veterans -Considers himself to be in still good physical and mental shape Audio/Visual Interview ends at 1:07:35 Pictures with Explanations from Interviewee (01:07:36) Buford and his friends from Michigan in a military club in San Francisco in 1945 (01:08:35) Associated Press picture of the USS William D. Porter sinking #1 (01:09:28) Associated Press picture of the USS William D. Porter sinking #2 (01:10:05) Associated Press picture of the USS William D. Porter sinking #3 (01:10:35) Buford and his wife (01:11:25) Buford at the World War Two Memorial in Washington DC #1 (01:11:59) Buford at the World War Two Memorial in Washington DC #2 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_NorthB1676V Title A name given to the resource North, Buford (Interview outline and video), 2014 Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-04 Description An account of the resource Buford North was born in Paragould, Arkansas, in 1922. His family later moved to Flint, Michigan where he attended high school. He enlisted in the Navy in June 1942. He received basic training at Great Lakes Naval Station, Illinois and transferred to New Orleans, Louisiana for further training and his assignment to a ship. From New Orleans he went to Orange, Texas to board the USS William D. Porter as an Electrician's Mate 3rd Class. The USS William D. Porter participated in escorting President Roosevelt to Allied conferences in Africa and the Middle East as well as campaigns in the Aleutian Islands of Alaska, the Philippines, and finally at Okinawa supporting the invasion there. On June 10, 1945 the USS William D. Porter was struck by a Japanese kamikaze plane and sank off the coast of Okinawa. Buford, along with the rest of the crew, was successfully rescued and returned to the United States. Creator An entity primarily responsible for making the resource North, Buford Contributor An entity responsible for making contributions to the resource Erichsen, Wallace (Interviewer) Subject The topic of the resource World War, 1939-1945--Personal narratives, American United States. Navy Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/5f25a6c6ad29820276382bb6c7564dca.pdf 200c4e67a159b4ea708839e08dc83788 PDF Text Text 1963 ALL - STATE INDIAN POW-WOW NIGHT BIRD JULY 20 - 21 Petoskey, Michigan RED ARROW �FOURTH ANNUAL ALL - STATE INDIAN POW - WOW AND MICHIGAN INDIAN PRINCESS CONTEST OTT A WA, CHIPPEWA, POTOWATOMIE, WYANDOT, SIOUX, WINNEBAGO, MOHAWK, PUEBLU, SAC and FOX, KIOWA, and others in COLORFUL TRIBAL COSTUMES. Three Presentations of Authentic Tribal Dances and Ceremonials 1 P.M., Saturday, July 20, Parade on Mitchell Street Downtown Petoskey 2 P.M., and 8 P.M., Saturday, July 20 CEREMONIAL SONGS, DANCES, CONTEST DANCF.S, SELECTION OF MICHIGAN INDIAN PRINCESS, AND THE FAMOUS FIRE DANCE BY RAYMOND CAREY. 1 :30 P.M., Sund~y, July 21, CEREMONIALS, CONTEST FINALS, AND THE "GO HOME PARADE." All Performances in the spacious Petoskey High School Gymnasium comer of Howard and State Streets Admission: "dults 51.00 Children under 6 free Children 6-14 years 35c �Michigan Indian Princeu, '62 • '63 ROSE MARY GALER ONCE AGAIN, in the beautiful north country, land of the million dollar sunset, bordered by the great lakes, in the heart of the Indian country, time is turned back for two wonder-filled days as Indians from many tribes get together and stage their 4th Annual All -State Indian Pow-Wow. You will see actual descendants of the once mighty nation perform many authentic and colorful dances handed down from generation to generation. Many other outstanding features will be seen, including the famous fireeating act. Plan now to attend this remarkable All-Indian show where you will see the original Americans revive the glorious traditions of the past. You will see an Indian show completely planned, directed and presented by the Indian. For further information contact : ROBERT DOMINIC, President, Northern Michigan Ottawa Association 911 Franklin St. Petoskey, Michigan � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_all-state-indian-pow-wow_1963-07 Title A name given to the resource Annual All State Indian Pow-Wow, July 1963 Date A point or period of time associated with an event in the lifecycle of the resource 1963-07 Description An account of the resource Annual All State Indian Pow-Wow flyer, Petoskey MI, July 20-21, 1967, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Northern Michigan Ottawa Association Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/762b42696e15e450b261403a2065e3b6.pdf 9dec2493c4ee25b0b518465b4cbaa2ed PDF Text Text NOF:tTHERN MIC:: HIGAN OTTAWA AS!50CIATION ANNUAL ~tiEETING J U N E 23, 19 84 4-H P E T O S K E ~~. MI . . R99S+ra+i . ~ ME.F:TttJ(x STARTS PR,oMf'TLj AT 1:00pm . ATIENTION : Ep.:ct-t UN lT PLEASE S£ND REPRE5£NTk "TIVE/5 Wt1lf RERlRT WE To HAYE A NATION Rut-l-NOT ONLY /NDIAN MONE>/ . ·.;..- . ,,,,, . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_northern-michigan-ottawa-association-meeting_1984-06 Title A name given to the resource Northern Michigan Ottawa Association Annual Meeting, June 1984 Date A point or period of time associated with an event in the lifecycle of the resource 1984-06 Description An account of the resource Northern Michigan Ottawa Association Annual Meeting flyer, Petoskey MI, June 23, 1984, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Northern Michigan Ottawa Association Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/2af93ff5b9bd4888ce425d63ff80a253.pdf dc134444ed3b5d6afa6f4d0aa62c4b93 PDF Text Text 3rd Annual Indian Awareness Days Sept. 13 .. 2 O Northern Michigan University Mich. Marquette Featuring Ada Deer Buddy Redbow Floycl Westerman White Roots of Peace-an Rubin ·Snake Pow Wow Toronto AIM/Detroit Open For more Drum Sept. I5-16 Info. Call 900-227-2211 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_indian-awareness-days_1971-09 Title A name given to the resource Annual Indian Awareness Days, September 1971 Date A point or period of time associated with an event in the lifecycle of the resource 1971-09 Description An account of the resource Annual Indian Awareness Days flyer, Marquette MI, September 13-20, 1971, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Northern Michigan University Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/788c4a6eaac2fc8b1fd963536ce91576.mp4 476906d41b6706e6d5a1a82bf6021018 https://digitalcollections.library.gvsu.edu/files/original/37ab8a9f6851cd98d70af126b0385406.pdf 14d2f167cdb3733f329916b6affb0f3c PDF Text Text Northrup, Mark Grand Valley State University Veterans History Project Interview Name of War: N/A Interviewee’s Name: Mark Northrup Length of Interview: (1:09:06) Interviewed by: James Smither Transcribed by: Chelsea Chandler Interviewer: “Okay, so, Mark, begin with a little bit of background on yourself, and to start with, where and when were you born?” I was born in Minneapolis, Minnesota in 1957. November. Interviewer: “Okay, and did you grow up there?” So predominantly my father was an Air Force officer, so I grew up as a—What we call a military brat quite often. My father retired out of the Air Force when I was about twelve years old. We were living in Colorado. He—We had done a tour in Naples, Italy, so my whole formative years were all around military officers, predominantly Air Force and Navy. (1:13) My father was obviously a very good pilot and officer. He flew B-17s during World War II. My older brother by ten years, Colonel Craig Northrup, went off to the Air Force Academy in 1966 and was commissioned out of the Air Force Academy in 19—I want to say 1970, so that would be 1970 he was commissioned. And my older brother flew C-141s—transports—and flew combat—the missions—into Vietnam as Saigon fell, so my formative years I had an opportunity to go to Navy ROTC. I chose instead to go to a liberal arts college in Minnesota. I always knew I wanted to be a military officer at some point in my career, so I turned down an ROTC scholarship and went on to a liberal arts school. (2:06) You have to remember in the late 70s it was not very appealing in the public eye, particularly living in a state like Minnesota, which is very liberal—There was, you know—In those days, you probably recall, there was a lot of disdain for the military and people that wore the uniform. There’s been a change in the culture and respect for those in the military. Maybe some of it was earned out of the Vietnam fallout, but I think nowadays there’s a genuine appreciation for those that serve. You know, when you and I were children, I mean, over half the adults—men were veterans. Nowadays it’s maybe seven percent and falling fast because the military is just a much more efficient and a smaller organization, and not as many people go into the service for one year, or they’re—We don’t have conscripts. We have people—We have professional soldiers and sailors and airmen, so they—You know, it’s changed a lot, so when I graduated from college, I knew I wanted to be a military officer. Interviewer: “Okay. Just to back up a little bit. When did you start college?” That would have been in 1975. I graduated from high school. Interviewer: “Okay, and what college did you go to?” �Northrup, Mark St. Olaf College in Minnesota. It’s a small, liberal arts college, predominantly Lutheran. I enjoyed the college, but obviously it’s not what I would categorize a bastion of militarism. When I announced to my college roommates I was interested in joining the service and going to an OCS program, quite frankly I was held in some disdain, but quite frankly I didn’t care because I had my father and brother to look up to and their service and to our country. Interviewer: “Okay, so how did you wind up choosing the Coast Guard?” Well, you know, I had a four-year OCS commitment with the Navy to be an ASW officer and a Surface Warfare Officer. Would have been a great career in the Navy, but the commitment was four years. And I did a little bit of research and found out the Coast Guard had a smaller organization, and the commitment would have been three years. (4:07) So I just thought that if this is something not a good fit for me, you know, a year could be a long time. Also, you have to admit that the mission of the Coast Guard is much different than the mission of the other armed services, so that appealed to me, particularly growing up in a state like Minnesota, which was maybe a little more altruistic. So it was an opportunity to maybe realize I could have an opportunity to do pollution and cleanups and search and rescue and those kind of missions. Interviewer: “Okay. All right, so what’s the process now to get you into the Coast Guard?” So I did an application, and I was selected to go to an OCS program in Yorktown, Virginia. It was a commissioned reserve officer. I went in November of 1980, and I was commissioned in March of 1981. It was a nineteen-week program. I was commissioned, and following the commission, my duty assignment was an old Coast Guard ice-breaking buoy tender out of Duluth, Minnesota. So I actually kind of had an opportunity to go back home and serve on a ship or a Cutter in my hometown. Interviewer: “Okay. All right, so let’s back up again. Describe the training program. What do you do at Yorktown?” Well, there were four elements: leadership, seamanship, history, and navigation. I didn’t have a problem with any one of those other than just trying to learn what it was to be a military officer. Nineteen weeks is a long time. Roughly half the class were prior enlisted. There was—At that time, there was really looking to pull high performers in the enlisted ranks to be officers, so the top half of the class was all the enlisted—ex-enlisted guys. And I fell right in the middle, so I was, I guess, probably pretty well on the top for my—For the regulars. The reserves that came in from the outside. Interviewer: “Okay. As far as you could tell, did the Coast Guard have a hard time recruiting people in those days, or were there plenty of people?” Not really. No, we—You know, the Coast Guard has always been held in some high regard within the community that serves and has maybe a little bit of a different reputation. (6:09) We never had a problem serving—Getting enough people to serve on our ships—quality people— and it still holds true to this day that the Coast Guard typically can be very, very selective. And I was very privileged that I got selected to be a Coast Guard officer. �Northrup, Mark Interviewer: “Okay. Now I remember once interviewing somebody who was Coast Guard enlisted, and he talked about some of the physical training that he got and the amount of being thrown into water and a lot of other stuff. I mean, did they—Did you do much training that was connected to that?” Yeah, I mean, we did some—You know, obviously, there was physical fitness training. I personally never had any problems. I was an athlete in high school, and when I went off to OCS, I was in fine shape already and actually found that the physical fitness side was probably the easiest part of OCS for me personally. But you could tell those that hadn’t maybe had that opportunity to be physically fit struggled more. I always felt kind of bad for them, but, you know, that’s the reality. When you had to—When you go off to indoctrination, it’s predicated that you need to get trained before you go or else you’re going to struggle. I mean, that’s—I think that holds true even today, particularly with the level of obesity we’re seeing in the current population, but in terms of the physical fitness, you know, swimming—I think I was number one in the class for swimming, running I was very at the top, so in terms of my athletic prowess and physical fitness, I didn’t find it to be a challenge. Interviewer: “Okay. Now did they do much to kind of—Exercises that kind of simulated rescues at sea or things like that?” Well, we did one tour on—We did an OCS cruise on an old Coast Guard Cutter called the Unimak. It was a World War II seagoing plane tender that was a hand down from the Navy. It was a tug—very, very large, two-hundred-foot tug—so we did deploy on that for ten days and went down into the Caribbean. Incidentally, we did a large marijuana bust—did a seizure—so from the standpoint of my first opportunity to go to sea with the Coast Guard, it was kind of exciting to be involved in a major drug bust. (8:14) So, yeah, but most of it was academics in the classroom. Celestial navigation, basic navigation, basic seamanship skills. It was more academic, book learning than it was hands-on, so to speak, except for the cruise we went on when we went down to the Caribbean. Interviewer: “Okay, so we kind of get you through that. Now pick up your story again.” So in April of 1981, I reported to duty on a Coast Guard Cutter in Duluth, Minnesota. It was a World War II ice-breaking buoy tender. It would be the least glamorous ship a person could serve on. It is a working ship. You know, you talk about Mike Rowe. In fact, Mike Rowe did a segment on Dirty Jobs for buoy tenders because, by virtue of the mission, working aids to navigation in a slow, black, kind of ugly, old, World War II tug is not glamorous work. It’s hard, laborious, arduous work for not just enlisted but for the officers, too. Lake Superior in those days—You know, we struggle with fog and heavy weather, and there’s more than one occasion where we touched bottom or, as we would say, kissed the bottom. By virtue of the fact of our mission working aids to navigation lighthouses, we did some other work with the University of Minnesota doing core samples throughout Lake Superior in regards to taconite tailings that have been dumped out of Silver Bay for the steel industry. We did several other missions for fisheries. We did some fish stocking programs, so it was a multi-mission kind of ship that we would relish any opportunity to service our community in addition to putting out our buoys and servicing the �Northrup, Mark aids to navigation. (10:11) You know, Jim, I—You know, people see lighthouses as glamorous, kind of cool places, you know, and I served in Alaska too on a buoy tender. And they are, but from my perspective, when I see a lighthouse, I see a cold, damp facility that needs extensive maintenance, that’s full of bird guano, and is labor-intensive and expensive to maintain. And quite frankly, there’s really nothing glamorous about bird guano and cold, damp, brick buildings, but when you’re on a boat and you’re looking to the shore and you see that wonderful light, it warms the heart. But my perspective, perhaps, is a little bit different, so some of that glamor or romance is—It leaves you when you—When you’re there, there’s no romance in it. Interviewer: “Yeah, it becomes something to clean rather than something—Okay. Now how big was the boat?” 180 feet. Interviewer: “Okay, and how large was the crew?” Sixty-five. We had a crew of seven officers and roughly fifty-five to sixty enlisted. Interviewer: “Okay, and what sort of reception do you get when you arrive?” Well, you know, this is common throughout the service. When you show up, you’re considered a butterbar. You’re right out of OCS. You’re recently commissioned. Whether you come from an OCS program or a ROTC program or you come from the Coast Guard Academy—And there is a learning period to understand you have—You maybe have authority over people, but you don’t have abilities. And there’s a learning curve for that young officer to understand that, you know, it’s a participative, leadership style. Yes, I have to make decisions. Yes, I have the education, but you and I are a team. We’re not adversarial, and when you have a situation where it’s adversarial, it’s very—It damages the crew, it damages the mission, and it damages the people, so I was always very aware to be considerate and thoughtful for my enlisted crew. (12:05) I was always blessed. I always had great, great people working for me. In fact, to this day, sometimes I still get reach out from some old crew member that reminds—Remembers some event, and he’ll reach out to me, which kind of warms the heart. But there was never anything adversarial with my crew. Interviewer: “Okay, so what kind of duties did you have when you started out? When you get the new guy, what does the new guy do?” Well, I mean, for the first couple months, you—as you would expect—draw out every ship’s infrastructure—the water, the piping—standing watches in the engine room and the bridge, working on the deck, learning all the deck gear, so that as an officer, you became multi-talented across all disciplines of the ship. Starting the mains of the engines, light off, running the deck gear, launching boats, navigating the ship, driving the ship. All those responsibilities the first few months. It takes roughly four months to qualify as I would call an underway OOD. Officer of the deck. I didn’t have any problem with that because I thought it was fun. You know, it’s—You know, drawing everything out on the ship, and then the more seasoned officers and the captain would hold a board and would review you. And you had to perform and be able to intellectually �Northrup, Mark spell it out and be articulate, and if you didn’t, you didn’t qualify. And if you didn’t qualify, you couldn’t stand watch. If you couldn’t stand watch, your life was miserable. If you weren’t qualified. So I had no problem. I was single, and I loved the ship. I stayed on the ship my first six months. It was my home, and I relished the opportunity to serve on a ship that had a great mission. And one of the advantages we had in Lake Superior and in the Great Lakes is the ships did not rust, so a ship that was built in 1945—In 1981 was pristine. (14:03) We had no rust, and the engines were near new even though we had to do maintenance on them. The point was, though, that if you don’t live in that—Work in the environment where there’s saltwater or you’re in dirty water, ships will last forever. I mean, as evidenced by, you know, several of the ships still serving on the Great Lakes, you know, are seventy, eighty years old still. Interviewer: “Okay, so it’s just—It’s really the absence of salt as much as anything else that makes a difference for that?” Salt, salt. You betcha. Interviewer: “Okay. Now what were the officers on that ship like?” Well, they were my brothers. You know, we drank, we partied, we sailed, we stayed up all night, we drove the ship, we broke ice, we worked buoys. You know, they were my brothers, they were my friends, and I’m still in touch with some of them from, you know, now approaching nearly forty years later. You know, they—There’s that brotherhood of a crew, particularly with the officers you’ve served with. I mean, you—You know, you might not think you went to war, but, you know, when you’re working really in harsh climates and often—as you can imagine—in the severe weather we worked and where our buoys—our aids to navigations—were, it was dangerous work. You know, I’m not going to deny it. There was a pucker factor, and more than once you realized that by the grace of God you lived. And because of those events, you gained that real sense of duty and loyalty to your peers and your brothers. Interviewer: “Sure. All right. Are there particular incidents from that six-month tour that kind of stand out in your mind?” Well, it almost took about four months for me to qualify. The tour on the ship—I stayed two and a half years. Interviewer: “Yeah. Okay, so two and a half years. Okay.” One event that I recall—I was third in command. My executive officer was—Took a vacation, so I was the acting executive officer. We came out of Duluth. It was November, and we came out of Duluth, got on Lake Carriers’ Association’s tracks, went northeast to the Keweenaw Peninsula where we staged aids to navigation buoys and sinkers. (16:04) We came—And we went down the track, and we turned right to go into the Keweenaw Waterway. Obviously, the nights were— The days were short, and when we made our right-hand turn to line up to go into the Keweenaw Waterway, the sea swell got to be maybe forty-five feet. The ship rolled to forty-five degrees. It hung there hard. I was driving the ship, the captain was on the bridge, and at the last minute the captain said, “Mark, do you have the inner bay lights?” And I said, “Captain, I don’t see the �Northrup, Mark outer bay lights.” Unless we come out of the surf then because the ship was rolling, and the swell was so severe. And at the last minute he said, “Mark, come right.” You know, basically saying, “We abort. Let’s go home.” And I’ll never get those words—I can—I live them every day, you know. “Helmsman, right full rudder, all ahead full.” And we aborted our approach into the Keweenaw Waterway and some really terrible storms. Incidentally, it was on the anniversary of the sinking of the Edmund Fitzgerald. You didn’t think about that at the moment, but in retrospect you begin to understand why that ship sank on that—Not on that particular night, but a few years earlier. Would have been six years earlier. So that’s a little bit sobering. I recall then about two weeks later we had a Christmas party for the crew in the basement of a Chinese restaurant in downtown Duluth, and the captain was a little bit stoic. He was—He rode my ass. He rode my ass hard, mostly because he knew if he did, I got stuff done for the ship. And he got up and gave a speech. I thought I was getting my ass handed to me, and he gave a speech to the crew and our wives and our families. And he talked about how the grace of God was with us that night, and we got to live for another day. So I have a few other events like that in my career, but that’s one that really stands out because—particularly as a young, junior officer with maybe only a year of active duty—you begin to really realize that, you know, the lives of your crew and of a ship—a national asset—is your responsibility and yours alone. And your decisions can make or break and save lives or kill people. (18:07) Interviewer: “Okay. Now while you were in Duluth, I mean, were there any—Did you actually rescue people, or…?” We had a couple of rescue events. One in particular—There’s a lighthouse that stands out in the middle of Lake Superior called Standard Rock. We were underway, and there was a floatplane reported overdue. I immediately started to do search and rescue techniques—drawing out a pattern—but as was the case, the lake was full in fog. And we were off Standard Rock because that was the last location of the plane. And the captain made the observation that the Standard Rock sound signal was not activated, and I said, “Well, captain, that’s fine, but we need to start a search pattern.” He said, “No. I think we need to reactivate the light, send a boat to the light, and get the sound signal fixed.” So I launched a motor cargo boat, was vectoring them in with the radar because obviously they couldn’t see, and he was about twenty yards off the light. And I immediately heard over the radio him backing hard and hitting something, which made no sense. These gentlemen had taken their floatplane, and they had tied it up to Standard Rock. And they had broken into the light, and their floatplane had been damaged. And one of the floats was punctured, and the plane sank right there at the lighthouse. And they were marooned, so to speak, in a lighthouse—in a cold, damp lighthouse—so we rescued them. And subsequently, you know, I don’t know how—what ever happened to the plane, but I do know that I had to be a—I had to provide a deposition because they claimed that we had damaged the plane, and it wasn’t of their own malfeasance. (20:03) So that was just one example of one event that always kind of stands out that, you know, search and rescue events typically are because people do dumb stuff, and— Not that they deserve it, but that would be a classic example. But they were pretty glad to see us coming out of the fog to rescue them. Interviewer: “Yeah, and the captain’s instinct was kind of accidentally pretty good.” Yes, yes. A little lesson learned. �Northrup, Mark Interviewer: “Okay. All right. Okay. Other things you want to bring in about the stay in Duluth before you move on?” I just—Duluth is just—It’s just a wonderful, old port town. I met my wife there. It will always be a special place for me for the obvious reason; my wife was from there. It’s a wonderful place. It’s cold, though, you know. We broke ice. We broke ice into the channel coming into Duluth. It has a wonderful Aerial Lift Bridge. It’s just a really cool town to drive a ship and break ice and work buoys. I can’t express it any other way. My parents came to see me right when I was courting my wife, and unfortunately it was a weekend. And the mid-channel marker had been run over in Duluth, and so we spent the whole weekend driving the ship back and forth with the grappling hooks, trying to find the buoy and rescue the buoy that had been driven into the mud. My parents were unsure with my girlfriend at the time—now my wife—and somebody came up and said, “What’s the Coast Guard doing out there?” And my father said, “Well, they’re looking for a buoy that got hit.” Well, they didn’t hear “buoy”. They heard “boy,” so obviously we weren’t looking for a boy that would have been run over and drowned and pushed into the mud. So we did recover the buoy, and we did rescue it. But it was obviously—As you can imagine, there was a—Some seamanship and line handling efforts to recover that buoy that had been driven into the mud. They call it a Morse Alpha because it blinks “alpha” in terms of the Morse code. It marks the middle of the channel. (22:13) Interviewer: “Okay. Now when you had enlisted, part of the reason why you picked the Coast Guard was you’d only have to be there for three years, and so you go through two and a half years in Duluth. That hitch is up, but you wind up staying in the Coast Guard quite a while.” Yeah, I realized I liked it. I liked the camaraderie, I liked the mission, the skipper liked me in spite of the fact he would—He was a real driver. He was a no-nonsense, hardnose, foulmouth, hard-drinking guy, and he could ride my you know what. And he was ex-enlisted. When he took command of the ship, I remember, he mustered the crew and gathered them all around and said, “Men, I looked at all your service records, and I want you to know here and now I am your old man.” I mean, you don’t call the captain “the old man” to his face obviously, but he was acknowledging the fact—“I am the oldest in the crew, I’m ex-enlisted, I know what you’re all about, and I’m going to be your—I’m going to be a good captain for this ship.” And, in fact, he was, so, you know, here there’s going to be a lesson learned about leadership and acknowledging who you are to your crew. He liked me, and I screened to have a command of a long range navigation station in Japan. Okinawa. I was assigned to be a—It was an electronics station—one million watt peak power—in Okinawa on the north side of the island, which basically I had twenty-five bored guys. We had commercial power. The aid had for the most part been automated, but the station was huge and required a lot of maintenance. And so my biggest challenge was to keep the men from getting too bored and getting into mischief, and one thing about men—When they’re all alone in an isolated place, they will do anything they can to entertain themselves like driving their motorcycles off cliffs and, you know, going to the local establishments—whatever it might be—so we made it a point to play sports every day and filled our time doing that. But yeah, that was an interesting tour. (24:25) I was a commanding officer of a LORAN station. I had really good food and chow, and because I did, I had an inspection and �Northrup, Mark tours. And the adjutant general was coming in about every three or four weeks to inspect me, so the station was always well-kept. And I had to really try to always make sure that we didn’t lose our edge. We had a couple other stations—three other stations—in our chain. There was Hokkaido, Marcus Island, which is just a small rock out in the middle of the ocean, and Iwo Jima, and I would talk to these guys on HF quite often. And we would share and commiserate, and I realized I had the best luck of the draw to get Okinawa because I had shore power, I had commissaries, I had the Marines, I had the Air Force, I had a local village. It was just really—It was almost like out of a movie set. I had a coral reef and a beach. I was required to go into the village and teach English to the schoolchildren, so it was just really a special kind of opportunity to represent my nation and to have a crew. Interviewer: “Okay. What kind of relationship was there between the civilian population and your people?” In Okinawa? Interviewer: “Yeah.” Remarkably good. As you probably know, the Marines in Okinawa, you know, by virtue of who they are and the bases there, they—There has been some shame there on our military, but, you know, being a small station with a—Located next to a small fishing village, there was really a tremendous amount of rapport I had with the village and the village elders. I would occasionally go to the base and buy a large bottle of cheap whiskey and deliver it to the village elders. Kind of made me a hero. (26:06) I didn’t have the heart to tell them it was two dollar rotgut, but they were just gracious, thoughtful people. The Japanese were very disciplined, very polite, and I had the great opportunity to teach their children English in the village school. We played baseball with them, so there was no animus with us and the locals. I mean, there was a couple occasions like my dog went into town and attacked one of the kids, and they poisoned the dog. And the dog came up to the station and died, and my crew was going to riot the city—the village—and burn it down, which, as you know, I stopped. But for the most part it was very, very amicable and very—They were just very gracious people. I have great respect for the Japanese. Interviewer: “Now how long were you out there?” A little over a year. A year. Interviewer: “Okay, and did you go to Japan proper at all or anywhere else in that area?” When I processed through, I spent a couple weeks in Honolulu on some training, meeting the staff, and then I flew on to Yokota, which is the Air Force base outside of Tokyo, which was where my headquarters for Japan was. We call it Far East Section Command, and that’s where my command was. Was in Yokota. I think I only went there a couple times, though. I was kind of on my own except when they wanted to get a good meal. They’d catch a flight and come down to see me in Okinawa. Interviewer: “All right. Now were you married yet?” �Northrup, Mark I got married and left a week later, so they always say, Jim, that the first year of your marriage is the worst. I wouldn’t know. I wasn’t around. Interviewer: “So what was your wife doing while you weren’t there?” She stayed in Duluth, continued to work, and then, you know, when I came home, it was kind of like starting all over again. And it worked out, but I won’t deny that first year—And that was before the time of the Internet and cell phones and emails. You know, it was still snail mail. You know, it was a different time then entirely. (28:01) I think we really forget about that, but yeah, there was a hardship there, and I often talk about this. Sometimes I think, as veterans, we forget the hardships we put our families through and the people we love. As a veteran, we’re in control because we’re out there. We get to make decisions, and we have some sense of control of our lives. But the loved ones we leave behind have no control, and they’re kind of passive. And they just have to kind of hope and pray that their loved one’s okay wherever they are, whether it’s on a ship or in the field or in combat. They don’t know, so I’ve always been very cognizant to the fact that our loved ones behind play a very important role in the success of any veteran and his experience or her experience. Interviewer: “Yeah, although, I suppose, in some ways this assignment was actually less dangerous than the one in Duluth in the sense that you probably weren’t going to sink.” Yeah, from that standpoint in terms of opportunity for death and destruction. Having said that, though, it was a million watt peak power. On a humid day, you could hold up a fluorescent lightbulb, and it would blink. It would blink naturally because there was so much RF in the air, . And, in fact, subsequently the Coast Guard has determined that LORAN station veterans have a higher incidence of cancer and were classified as atomic war veterans because of that. So if I come down with cancer—knock on wood—I would be classified as an atomic war veteran, be fully disabled, and I would get full treatment from the Veterans Administration. Fortunately, I don’t have cancer yet. Interviewer: “Good. All right, so you have that assignment. What’s next for you?” I went on to Seattle. I had a couple tours—two tours—Two out-years as a pollution officer on pollution response efforts out of Puget Sound. Then I did two years as a Vessel Traffic Systems Watch Officer where we control all the traffic coming and going out of Puget Sound and the Strait of Juan de Fuca. (30:05) That was really a better tour because I really enjoyed the fact that it’s basically air traffic control but for ships. You have to understand that Puget Sound has ferries going east and west, and you have freighters going north and south. You have a lot of fishing activities, a lot of recreational activities, lots of opportunities to have major collisions and accidents. We did have one major accident with the vessel Arco Anchorage. Went aground in Port Angeles and had a significant oil spill that I was involved on the cleanup, but that was just an enjoyable tour, mostly because I really liked working with the pilots because part of our qualification we had to memorize five hundred landmarks in Puget Sound and Strait of Juan de Fuca. So you really memorized the geography, you memorized everything you could, and the Vessel Traffic System had, I think—We had ten radars and maybe five radio repeaters, and then �Northrup, Mark I’d have all my watch standers in there. But the most enjoyable part I really liked was that we had to—every month—at least ride with the pilots at least once where you would go out and ride the freighters coming in with the port pilots. As you can imagine, when a ship comes into Strait of Juan de Fuca, large swells, you ride the pilot boat out, and they will set down the Jacob’s ladder. And you time them to swells, and the top of the swell—the first swell—you grab the Jacob’s ladder. And you pull it as hard as you can to make sure that they’ve secured it on the deck on the ship, and then at the top of the next swell you jump onto the Jacob’s ladder. And you better start scrambling because you know that boat’s going out from underneath you, and it’s going to come right back up and smash you if you don’t get up that Jacob’s ladder and get on deck of the ship. So I really enjoyed that part of it. It was just kind of exciting to go out there in all kinds of weather in day and night and jump on a big freighter and ride it with a really professional pilot into port. (32:00) Following that—four years in Seattle—I was asked to be— And this is kind of interesting. I was asked to—by the admiral staff in downtown Seattle—I apparently had caught the eye of the admiral and the admiral staff. They had asked me to come up to be his—In the Army what you call aide-de-camp. His liaison. Carry his bags and be his lieutenant or his O3, bag-carrying, speechwriter, right? And I was asked to be the admiral’s Aid, and I looked at the chief of staff. And I said, “No, thank you, sir.” And he was stunned. He said, “What’s the deal here, lieutenant?” I said, “Well, I’m—Captain, I’m going to Alaska, and I’m going to be the XO on a buoy tender. That’s my destiny.” And he said, “You don’t understand, lieutenant. That’s where we send lieutenants to lose their career because it’s so damn dangerous there.” And, of course, I thought, “Can’t happen to me. I’m going to Alaska. That’s my destiny, right? I’m going to make myself.” You know, so I went to Alaska as an exec on a buoy tender there once again. Interviewer: “Okay, so had you put in, basically, your request to do that already? So your assignment was coming up in Seattle. What do you do next? They wanted to pull you in to be the admiral’s Aid, but you keep your original assignment.” I want to go to Alaska. Interviewer: “Okay, so—” So I get to Alaska, and I have a ship in Alaska out of Ketchikan. Wonderful, wonderful fishing port. They call it the First City. It’s the rainiest city in North America. A lot of cruise ships go there, but they’re only there in the three months of summer when the sun shines. The other nine months of the year it’s just miserably cold, wet, and rainy, but from the standpoint of driving ships, it was exciting. It was an interesting and highly challenging assignment. As you can imagine, the inside passage with all the buoys and aids we had to work—not to mention that you have some significant tidal currents and tidal fluctuations and by virtue of the fact that our mission working in these really tight, restricted waters—was very, very dangerous. (34:07) And I think I communicated to you that we had a couple of really, very, very bad instances that we nearly lost the ship. And that was a tremendous personal, professional challenge because I sensed the—Really, the safety of the ship and my obligation for the crew balance that with my loyalty to the captain and to the mission. And that was a real hard thing for me to process because we were in harm’s way much more than I liked and thought appropriate. We crossed the Gulf of Alaska in December 1989 in a significant, major low. I was blessed not to ever get seasick, so I stood �Northrup, Mark watches on the bridge. And on one of those bridge watches, as we transited across the Gulf of Alaska, we had winds over ninety knots and sea states of over sixty. The ship was not seaworthy enough really to stand those kind of seas although she was a well-built ship. We dove the ship more than once into the swell, and at one swell the ship took water down the ship stack and flooded the engine room. And we nearly lost the ship, and that’s still—I still live that moment every day when the ship went dead, and we had water coming down the ship stack. Fortunately, our engineers were such—They were trained to restart the ship’s engines, and we managed to dewater the ship and proceed on to Kodiak. The ship was—The crew was very angry when we got to Kodiak because the captain was never visible during the whole transit. Was about a fourday transit, and we didn’t even really need to make the trip. It was a trip to join up with our other Coast Guard Cutters and have, basically, a party by virtue of the fact they called it a roundup. (36:09) But it was an opportunity to get the crews together and let them drink heavily. Truthfully. The attitude towards drinking has changed a lot in the subsequent years, but the crew was very, very angry when we tied up in Kodiak. Because we all knew we had kissed death and had not gone to the deep bottom, and I had to muster the crew and speak to the crew without the captain and reassure them that they were okay, they were God’s gift, and we would live to see another day. Interviewer: “So where was the captain in all this?” In the state room. In his cabin. And, incidentally, three months later he put the ship on the rocks, and I had to relieve the captain as the ship was sinking. And we almost lost the ship once again. Here, again, the ship was taking on water. We had a hole in the ship. We had put a seventy foot gash down the side of the ship. We were driving the ship at night where we shouldn’t have been. I was adamant not to be there, and the captain told me I was excitable instead of, “Lieutenant Northrup, go below. XO, go below.” And I laid below, Jim, and I just thought to myself, “Fuck the old man. If he wants to put his canoe on the rocks, I ain’t going to be there.” And you know what happened? It went bang, and the ship almost sank. We lost power. The ship was sideways in a very major channel with a max tidal current. When I got on the bridge, it was obviously dark, and ship—No power. And we’re sideways in the channel. The ship was on the verge of rolling over and sinking and killing the whole crew. We were that close. The captain checked out. He froze in his fear, and I can understand that. I’m not going to fault him for that. I—You know, fear is an unusual thing, and it does things to people. But, by virtue of the fact that I was second in command, I subsequently had to relieve him. (38:04) We got power back, drove the ship to a safe anchorage, did damage control, essentially saved the ship, and got back into port about three days later. Interviewer: “Well, how did you get out of that, I mean, initial situation? Because you described it at a point where the ship could have just rolled over right at that moment, and the captain wasn’t doing anything.” Well, we didn’t have power. You know, the engines—So we’re just basically a dead ship dead in the water sideways. Just a large ship in a small river current. Half flooded, but the engine room did not flood. They powered—They got the engines back online. They got the rudder back online. I didn’t know if I had a rudder. I sallied the rudder five degrees left, five degrees right. I could feel—I sallied a rudder, even though the ship was down by maybe ten feet by the bow. The �Northrup, Mark ship was totally awash forward, and then with some power I, you know—As you would expect, I had this part of the—our operation area fully memorized. I was very detailed, particularly about understanding our operation area, and I didn’t even need to look at a chart to understand where I had to drive the ship at that point. Even though she was half full of water, we still had propulsion, and we drove into a safe anchorage and let go of the anchor and proceeded to do damage control. Subsequently, you know, a few days later when we pulled into port in Ketchikan, I met a—The admiral had sent an old, weathered Coast Guard captain to meet the ship as the safety officer for the district, and he met the ship at the dock. You know, at this point I had basically already relieved the captain for cause, and when I met this old captain, he was a very weathered—I don’t even recall his name. I did call a lawyer before I spoke to him. But, as you know, in a safety investigation you can say anything, and nothing will be held against you. (40:00) Well, I told this old captain—I said, “You can go back. And you can tell the admiral either he relieves this son of a bitch, or I relieve my commission tomorrow. I don’t really give a flying what it is, but it has got to end. Either I resign my commission, or the captain’s relieved for good.” Now I hadn’t really thought this all out because the next day there was a one-line telex message from the admiral saying, “Lieutenant Northrup is now the captain of Coast Guard Cutter Plane Tree.” Now I never sought to be the commanding officer of a ship with a big hole in it, damaged, a dispirited crew—as you can imagine—and a captain that had just been fired, but that was my destiny. My destiny was to be the captain of a ship at that point in my career in my life. Interviewer: “Okay. I guess, when you were in a channel—So there was not—There were not high seas there. You had a current but not big waves?” Not big waves. No. Inside passage—I don’t know. Have you ever been to Alaska on a cruise ship? Interviewer: “No.” If you ever do, you’ll understand the inside passage—It’s just a—What you would call an archipelago of rivers and islands and channels. Very restricted waters. Interviewer: “Okay, and then you said seventy foot gash. How long was the Cutter?” 180 feet, so half the ship. Nearly half the ship was stripped open. Nobody was killed. Nobody was hurt except for a lot of egos and a lot of careers. Interviewer: “Okay. Now how long did you wind up commanding that ship?” They brought in another captain about two, three months later. I had to take the ship into the shipyard and get it dry-docked and had to do the—We had to get the repairs done to the ship. Interviewer: “So basically you were in charge while it was in dry dock?” Yeah. �Northrup, Mark Interviewer: “Another glamor assignment there.” Yeah. Interviewer: “All right. Did the—Did you then—Did the crew’s morale improve over time?” Oh, they were angry. Oh, they were violently angry. Come on now. You can imagine. Interviewer: “Yeah, but over time once the captain’s gone…?” Once the captain was gone, it was a relief off all of us, and then, you know, then I became—I had to be a witness to a—It wasn’t a court-martial. (42:10) The reason why we hadn’t done a court-martial is because it followed on the event of the grounding of the Exxon Valdez. I—We had just come back from ten weeks on the Exxon Valdez cleanup, and there was a lot of egg on the Coast Guard and the federal government’s face from the accident of the Exxon Valdez. So the district staff and the admiral chose not to court-martial the captain, but, rather, to hold it in a nonjudicial punishment. And I had to be the primary witness as you can imagine. I’m still very angry about all this, by the way. It never quite leaves me. It’s a point of humor sometimes, but it’s still there. Interviewer: “Yeah, well, it was a serious business, and he could have gotten you all killed. And by doing something that was stupid in the first place. So yeah, I mean, that’s something that I encounter periodically in talking with military officers who find themselves in parallel situations. People’s lives are at stake, and something happens there. Now to back up a little bit—So what do you recall about the Exxon Valdez part of your job? What were you doing at that time?” So it was the same ship. I was the exec. XO. It happened—The Exxon Valdez went aground on Thursday before Good Friday. I remember watching the message traffic come across our telexes, talking about the grounding of the Exxon Valdez and the spillage, and I just assumed we would deploy right away. The district office had shut down already for the weekend, and it wasn’t until the—Subsequently, the following Monday when everybody showed up to the district office. And there was a big, “Oh, shit.” When a ship has an accident, you have to first allow the owner and the carriers to assume responsibility because the federal government does not want to federalize an accident. (44:06) Because if you do, then you assume responsibility, so over the weekend the decision was made. And Exxon said, “Oh, we’ve got this, we’ve got this, we’ve got this.” Well, quite frankly, they didn’t have it because it was a huge spill. So we didn’t get underway until, I think, midday Monday, and then we got on scene. We were in Resurrection Bay outside of Seward, and we did cleanup operations for roughly, I think, about seven, eight weeks, working predominantly with fishing boats and some Russian trawlers. They came along to help us do the skimming operation, but the opportunity was lost once—And I don’t think people fully appreciate—Once the accident happened, that ship was so close to blowing up and burning. It was only by the grace of God and a very competent engineering officer—Because the captain was a—Hazelwood. He had three DUIs. He was a careless drunk—the captain of the Exxon Valdez—and the Coast Guard had some culpability in all this as far as I was concerned. We �Northrup, Mark didn’t have good resources on scene. It should have been a double-hulled tanker, but they had been given a waiver for a single-hulled. The captain was a notorious drunk and had several DUIs, so there was culpability, quite frankly, by the Coast Guard. But we were on scene. We did cleanup operation in Resurrection Bay. The opportunity really was already to do—To get in front of a cleanup. Had already occurred, though, because after four or five days of crude oil being in the water, you really can’t recover. You’re just recovering tar balls, and most of those tar balls are already up on shore. You know, in the first twenty-four hours, you could have maybe burned it., you could’ve used dispersants, you could’ve had better booming activities and pumping— suction pumping—early on, but by the fifth day all that opportunity had been lost. (46:03) And that attributed greatly to the tremendous environmental impact that that spill had all across south Alaska. It was tragic, and they’re still feeling the effects of that. One of my enduring memories is—There’s two, really, from the trip. One is we ran out of cigarettes, and we had to barter with another ship to get cigarettes. And the only thing they sent over were menthols, which was the captain’s brand. The other one was I remember in Seward walking down the pier, and the Exxon had dispatched. There were accountants, and they were walking down the pier, writing checks to boat owners for the value of their boats if they would sign a statement saying they would not sue. So they basically bought every boat they could in Seward Bay, and the fishermen were actually kind of happy because, you know, somebody came up and said, “We’ll pay off your mortgage.” But—“Oh, and your livelihood? We don’t know.” Interviewer: “So were they buying the boats to use in the—” No, they were just—wanted—They wanted to pay off their mortgages and make sure they signed a statement that they would not sue Exxon. Interviewer: “Oh, so they don’t want people—because they are fishermen—to sue them because you wipe out the fish, so you sue them.” Yeah. Just walk up, and, “We’ll pay off your boat.” Yeah, they bought a lot of boats, or they paid off a lot of mortgages for a lot fishermen. I’m sure those fishermen went south for the rest of the year. It was an interesting event. I wouldn’t want to do it again. I smelled enough crude oil in my days. I don’t want to smell anymore. Interviewer: “Yeah. What was the community in Ketchikan like?” Well, you know, Ketchikan was classified as the first city of Alaska. It’s the first city as you go in north. It’s in the bottom of the Panhandle. It’s a tourist town. I would liken it to Mackinaw. Oh, it’s just a lovely, little fishing town, you know. My first child was born there. My wife was there. (48:00) When I was around, it was a delightful place to live. It was just a neat place, but, you know, in the middle of winter I got to go off to Hawaii for three months while I left my wife behind in Ketchikan, Alaska. So… Interviewer: “So why were you in Hawaii for three months?” We had deployed the ship once to Pearl Harbor for Naval refresher training. Even though we were a small ship, we were still required to qualify for damage control and fire and basically �Northrup, Mark extensive training operations where they keep the ship—One point—the final exercise—you keep the ship going straight for forty-eight hours—no sleep—and drive the ship until the men just collapse to take you to that point of no return. And subsequently—You know, and actually that turned out to be very healthy for us because when the ship had an accident, we were fresh off coming out of Naval ref. training. And the crew was very trained to handle damage control in an accident with the ship because training—When it happens for real, you don’t really distinguish this is not a training event. This is just kind of like a training event. You’re just going to do it because you’ve been trained to it, so that’s why training becomes so critical, particularly in the military. Because if you trained the event, when the event happens, it’s just like training, and you don’t really process it, so to speak. So, yeah, Hawaii was a great place to go in the middle of winter, and I think my wife’s probably still holding it against me. Interviewer: “Now does Ketchikan actually get a lot of snow in the winter, or does the water temperature keep it a little warmer?” No, it—Well, it—You know, it’s the—The water temperature is always going to be thirty-two, thirty-three degrees, so you would get rain or snow and, you know, wet snow. Ketchikan—The one year we were there it rained three hundred inches, which is nearly an inch a day. I always had to keep two pairs of shoes on the ship—Boondockers—one above a heated duct, trying to dry one out, while the other ones were usually getting wet when I was on the bridge. (50:06) So from the standpoint of weather environment—You have to understand that buoy tenders are the least glamorous of all ships the Coast Guard has—particularly if you’re going to Alaska—so the junior officers that typically were—Or even the enlisted men—The ones we got typically weren’t the—what I would say the top of the class because the top of the class—What ship are you going to pick? You’re going to pick the high endurance Cutter out of Key West—hello— because why wouldn’t you? So typically the officers—The enlisted people I got were often— more often than not towards the bottom of their class, and that presented a unique leadership challenge. I wouldn’t say anything against them because they were all good guys, but they were—Or maybe not the—They weren’t the cream of the cream in terms of their assignment opportunities. Interviewer: “Okay. All right, so after that job, now what do you get?” Well, I was typecast in the Coast Guard because I had relieved a captain for cause—number one Academy graduate—and I was a reserve, regular officer now. Although my record—my performance record—was impeccable, the admiral wrote it—Had to rewrite it because I failed promotion. He reassured me he had my back, and he liked who I was and what I’d done and my courage under some significant events. But the promotion boards are a closed-door affair, and most of the officers in the Coast Guard are Academy officers. And they know everybody, and so at that point I was a marked man. So I failed promotion and had to get out. I took a study assignment on loan to the Army in Great Lakes as a staff officer, which, quite frankly, I didn’t really care for. Although there’s one funny story there. That’s right when Clinton became president. I worked for an old, crusty Army colonel, and I was the only Coast Guard officer on the staff. (52:01) And when Clinton came to the White House, it was clear that the attitude about force structure and the policy concerning gays was going to change in the service. So I worked for an old colonel, and I had to write papers that we would submit. It was headquarters �Northrup, Mark MEPCOM, which is the military processing command, so it was a joint command. And the message came down from the Assistant Secretary of Defense for us to write a position on gays in the military, so I told my colonel—You know, he’s an old codger. Old Vietnam veteran. I said, “Colonel, why do I really care if someone’s a homosexual in the service? If we don’t ask them, they’re not going to tell us.” And he said, “Lieutenant, that’s the most goddamn—idea I’ve ever heard in my career. Write it up. I’ll send it up.” So I wrote up this paper basically saying if we don’t ask you, they’re—We’re not—You don’t need to tell us. And a week later it came out of the Pentagon or out of the White House: “Don’t ask, don’t tell.” I’m not going to take credit for it, by the way, but stranger things had happened. So I don’t know if I was the one that actually penned the idea or not, but was just a—Kind of a—That was when the service was really in, I think, some significant transition from—Well, for one thing, early on in my career drugs and marijuana were a problem. I mean, when urine analysis came on board, it changed the services, and then there was an attitudinal shift, particularly in regards to smoking cigarettes and towards heavy drinking. And that was a—Clearly a cultural shift across all the services. You know, it’s rare you find people in the service that even smoke cigarettes now. Alcohol and alcohol abuse and drunken behavior at one time, I would say, was the standard. Is now the exception. So the services have changed immensely in the last couple decades for the better. (54:04) As a taxpayer, I think we get a much better value for a professional armed service that has some moderation in terms of some of their behavior. Interviewer: “Okay. You’re also in the service during a period when women start doing more kinds of things. Did you have women on any of the staffs with the bases you were in, or…?” Our OCS class had—We were a class of twenty-seven. I think we started with thirty-six. We had one woman in our class, which was probably, I think, the second OCS class that had women. I think that was the year 1976. I think, was the first year the Coast Guard had—Was the last year at the Coast Guard Academy that did not have women graduate. In fact, I worked for a captain. His class ring said, “LCWB.” Was the initials on the class ring, and that’s what the class agreed to. And they didn’t tell the staff that that stood for, “Last Class With Balls,” so all the Academy graduates from the year of 1975 or ‘76—Their class ring has, “LCWB.” Now how vulgar and disrespectful is that? But that was reflective of the time about women in the service. On my OCS cruise on the Coast Guard Cutter, Unimak, when we sailed down to the Caribbean, we had one OC. She was commissioned. She eventually became a pilot. She was the one person—One female onboard the ship. The crew obviously didn’t care because in those days women were considered bad luck on ships. (56:00) So I think most of us—being younger, college educated— were maybe a little more thoughtful. We had to really look out for her, but one day on the mess deck underway one of the crew members jumped up onto the mess deck table, dropped his trousers, pulled out his pecker, and danced it in her face. Now there is maybe a little piece of humor in that, but predominantly it was disrespectful and highly vulgar. And nothing came of that event. Nobody was held accountable. Those were different times about attitudes, particularly in regards to women in the service. You have a mixed emotion about that. Every time a Navy ship deploys with women, I think, seven percent of them come up pregnant and can’t make the deployment, so it does affect military readiness and our force structure. We have to kind of maybe calculate that in, but we have to understand we’re an inclusive service now. There are women serving across all branches and all responsibilities in our service. �Northrup, Mark Interviewer: “Yeah, there’s plenty of jobs they’re fully capable of doing. Well, when you had the assignments in Seattle where you were shore-based a lot of the time, were there women enlisted personnel or officers there at those places?” Oh, yeah. We had—Typically, you had more women officers in those kind of administrative assignments. Maritime—Marine Safety Office Inspectors. I would say maybe twenty percent. Maybe, maybe. Not a lot. There were a few. Interviewer: “Okay. Was the climate for them better than it had been on that ship early on?” Well, of course, when you’re in a large staff organization with lots of senior officers, there’s going to be a little more thought and respect towards policy and regulation. I never recall any events of any of the females on my shore stations ever having any difficulties. Not that I was aware of, anyway. Interviewer: “Okay. Now was that assignment at Great Lakes—Was that your last slot?” (58:04) Yeah. Interviewer: “All right. Are there other particular incidents or things that happened while you were serving with the Coast Guard that kind of stand out for you that you haven’t brought into the story yet?” Well, you know, I wanted to stay in. I, you know—I always thought my destiny was to be the captain of a ship, not realizing that I had been the captain of a ship. It was hard when I got out. I loved the service. I like the discipline, I like the camaraderie, I love the mission, I love ships and big things. How can I—How can you not? It was just a—Even when it was bad, it was still exciting and good because you were—I had an opportunity to be something bigger than yourself. I was uniquely privileged to have served my nation, and when people tell me, “Thank you for your service,” I stop them short, Jim. And I say, “Don’t thank me. I’m thanking you for giving me the privilege to have served my nation and served her proudly, and it was a unique privilege. And I was lucky to have been given that opportunity, so I am thanking you as a patriot for giving me that opportunity.” And that turns it on people because it’s not about me. My duty is about to my country and to my fellow patriots, so maybe that’s a little bit of a different perspective than you quite often hear. My country owes me nothing but life, liberty, and the opportunity for pursuit of happiness. They don’t owe me a check. They don’t owe me anything, and from my perspective maybe, as John Kennedy said, “Ask not what you can do for—Your country can do for you, but what can I do for my country?” And to sustain this lovely republic of free market and enterprise that we are so privileged to be patriots and citizens of. Interviewer: “All right. Now how do you think that your service sort of affected you or changed you, or what did you learn from it?” (1:00:02) �Northrup, Mark I think more than anything else it hardens a person certainly, and it also—You have an understanding for your moral compass, and your moral compass has to swing north irrespective of the outcomes. I had to deal with that more than once in my career. That it’s not about me and my career or my life. It’s about my duty to my crew and to my country, and when you go through that threshold, it changes you. It is a significant emotional event, and I think maybe that’s why being a veteran is really a special category of our citizens. But here again. I was privileged, and I think that when you dig down into most veterans, they’ll tell you the same thing irrespective of the fact that they saw their friends maybe get killed. And they had terrible assignments, and they had terrible officers. At the end of the day, deep down they are deeply proud and have—Tell you they were very privileged to have served their country. Interviewer: “That is something that I’ve observed, and even talking to Vietnam veterans who had a particularly bad time, on some level they’re still proud of something in there. Not all of them, but—And that’s true for the World War II guys, too, but okay, so—Now in this case, though, your career or your life’s journey—It suddenly now changes because now you’re out of the Coast Guard. You know, you’re married. You have kids. Okay. Now what do you do?” Well, I got out when I was thirty-seven years old, and I was, you know—Industry wasn’t really that interesting to me because I was already old. So I basically started a civilian career all over at age thirty-seven and quickly realized my leadership skills and ability to understand technical things easily transitioned to leadership in the manufacturing environment. So since 1994, I’ve been in manufacturing positions in predominantly automotive and electronics leading large teams because that—Being process driven, being disciplined, appreciation for training, understanding highly technical, capital, expensive equipment, running operations efficiently. (1:02:25) That all translates right into a manufacturing environment, so from that standpoint it was an easy fit to transition into being a—I went to work for Motorola building the analog flip phones. You probably remember those. Built those by the millions. Motorola’s a great company, and I was—I’ve done fairly well in manufacturing, but here, again, I—You know, I started late in my civilian career, so to speak, because my military career was something I had to put behind me. Take the uniform off and hang it up. It’s only been the last few years I’ve kind of maybe put it in some perspective. Sometimes I think the stories and the events I had lived through—I look back at that, and it’s almost like it was another person then because it’s kind of—It’s in the past, and I think it’s only been within recent years I’ve been able to put it in some perspective and maybe put a modicum of pride and realization that it was something really special. When I took the uniform off, I was very angry. Very angry. I internalized a lot of anger, and I think that’s not an unusual thing. But you can’t be a sorry sacksucker and feel sorry for yourself. You’ve got to get on with your life. You have a family to raise, you have mortgages to pay, you have other opportunities in the world that require your talents, but I think most of us when we leave the service, leave with a certain amount of disappointment—sorrow—because I think we all really liked it. And we like being part of something bigger than ourselves. Interviewer: “Okay, and how did you wind up in West Michigan?” I was living in Texas, I had a great job, I was on the road, my wife informed me she was not happy, and I had a buddy up here working for an automotive manufacturing company that called �Northrup, Mark me on a whim and who knew me from Motorola and said, “Mark, you’ve got to come up here. We need somebody with your drive and dedication and process discipline to join the team.” So I came to West Michigan, and for the first time in my life I actually lived in a place more than three years. (1:04:28) So at age—my late forties—I finally moved someplace and settled down and finally maybe put up some roots in my life. Because you’ve got to remember I grew up in a military family, I was in the military myself, I took jobs in manufacturing that moved me around, and it wasn’t until I got to West Michigan in 2002 that for once I settled down in my life. But, you know, life is opportunities. I’ve had a tremendous opportunity. In my journey, I never saw that I would get involved in government or politics, but by virtue of the fact of my—Maybe some of my abilities and experience I was tapped to be a mayor of a small city in West Michigan that has been a great joy. To be a mayor and to participate in some greatness again. It’s a different kind of greatness. Politics is different than government, and government is different than industry. They all are unique in their own ways, but they all require a certain level of dedication and looking out for each other. Interviewer: “And in this case, you know, as sort of mayor of Hudsonville, you’re looking at a place where there’s a lot of change, there’s a lot of growth, there’s expansion and building, and so you’ve got a complex system to take care of.” Yeah, but I—First of all, very careful. Don’t let me take credit for any of that. Interviewer: “No, but it’s going on, and someone has to be—” Yeah, I am the mayor. We have a very, very good department heads and team. We have a city manager who was educated at Michigan State. Is at my estimation probably the finest city manager in the state of Michigan. (1:06:06) As a mayor of the city, I chair the commission. That is a part-time job. My job is to be the voice for the commissioners to get them all to agree to some levels. I get to appoint the boards and the committees. I hold the week—The monthly city commission meetings. By the way, they’re precise and organized, and there’s no chitchat. It’s boom, boom, boom. Does that surprise you? And I think, you know, the team appreciates that. I always was a little bit—We have a—Like here, we have a public access TV. We film all our city meetings, and I never have the residents show up to city meetings. And obviously we work through some fairly controversial things as you can imagine, particularly spending money to build a new downtown in the city, and I can only count the number of times on one hand in four years I’ve had anybody call me or show up at a city commission meeting. And for the longest time I always thought, “Well, people are just really apathetic, and they’re too busy.” But I’ve kind of transitioned and begin to—Come to understand that the people where we live just trust us because we’re their neighbors, and as I often tell in giving a speech, these are the people we love. And that love is transparent. We have affection for the people we live with. Our neighbors. We don’t always agree—we know that—but we all have our—The best interest in the community at heart. I’m very fortunate I have great commissioners. We’re all very dedicated professionals and want to do what’s right for the community and build a better place for our families as evidenced by the fact Hudsonville is the fastest growing community in West Michigan. It has the finest and fastest growing school district in the state right now, which is unusual. We are at the right place at the right time. Our struggles are we don’t have room in our schools, we need to get our roads and our transportation systems fixed, but from that—And we need to build more housing �Northrup, Mark because housing is a premium. (1:08:11) We have full employment where we live. We can’t find people to fill all these jobs we have, so from the standpoint of that, it’s a challenge. But it’s a— I’d rather have this challenge than to have a challenge like maybe what happened to Troy or in Flint where the city is in disrepair, there aren’t jobs, people are leaving, you lose your tax base, your schools are closing. You know, it’s a lot funner being on this side than that side. Interviewer: “I’ll bet. All right. The whole thing makes for a pretty good story, and you tell it well. So thank you very much for coming in and sharing it to me.” I appreciate it. More importantly, I think it’s important that I acknowledge the fact of your passion for veterans and understanding, you know, our role in this great republic that we get to live in, so thank you, Jim, for your sincere interest and your historical reference point for what we bring to our country as veterans. (1:09:06) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_NorthrupM2294V Title A name given to the resource Northrup, Mark (Interview transcript and video), 2019 Date A point or period of time associated with an event in the lifecycle of the resource 2019-02-14 Description An account of the resource Mark Northrup was born in Minneapolis, Minnesota, in 1957. He graduated high school in 1975 and attended St. Olaf College in Minnesota before opting to enlist into the Coast Guard for its Officer Candidate School. Northrup attended the OCS program in Yorktown, Virginia, before being commissioned in March of 1981. For his first assignment, he was sent to Duluth, Minnesota, to serve on an icebreaking buoy tender. Northrup also served tours in Okinawa, Japan, as a commanding officer of a long range navigation station, a pollution officer and Vessel Traffic Systems Watch Officer out of Puget Sound in Washington, and as an executive officer on a buoy tender out of Ketchikan, Alaska, where he bacame captain of his ship. Northrup left the service in 1994 and began a career in manufacturing, predominantly automotive, and electronics manufacturing. Creator An entity primarily responsible for making the resource Northrup, Mark B. Contributor An entity responsible for making contributions to the resource Smither, james (Interviewer) Subject The topic of the resource Other veterans & civilians--Personal narratives, American United States. Coast Guard Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/198f3fec62b9229b224c6313d10da4b7.pdf 61d2f9aba0efc321d88af6b48142276c PDF Text Text VILLAGE OF EASTLAKE Master Plan and Recreation Plan February 2012 Let Our Resources Work For You. r:r:.i Northwest Michigan ~ , Councll of Govemments Workforce • Business • Community Prepared by: Northwest Michigan Council of Governments PO Box506 Traverse City Ml 49685-0506 231-929-5000 www.nwm.org �Eastlake Village Master Plan & 5-Vear Recreation Plan Eastlake Village Council Eastlake Village Dan Janicki, Village President Patricia Baumbach David Drew Dawn Kramer Patricia Schmidt Jason Stamp Sue Vasquez Planning Commission Eastlake Village Master Plan Committee Phil Adamski Bob DeYoung David Drew Ritchie Gillette Dan Golden Kayla Janicki Bob DeYoung (through June 2011) Ritchie Gillette, Chair Phil Adamski Patricia Baumbach Dan Golden John Franklin Kayla Janicki Administrative Staff Sharon Janicki, Treasurer Janet Golden, Clerk Loretta Staff Prepared by: Let Our Resources Work For You. ~ Northwest Michigan , Councll of Govemments Workforce • Business • Community 2 �Contents Chapter 1: Introduction........................................................................................................................ 1 Planning Process ....................................................................................................................................... 2 Organization of the Plan ........................................................................................................................... 4 Chapter 2: Existing Conditions and Context .......................................................................................... S History and Regional Context ................................................................................................................... 5 Population Characteristics ........................................................................................................................ 8 Economy .................................................................................................................................................. 10 Chapter 3: Natural Resources ............................................................................................................. 15 Natural Resources Inventory .................................................................................................................. 16 Issues and Opportunities ........................................................................................................................ 19 Chapter 4: Recreation •...••..•.••..........•......•.......•........•.•.........•.•.•........•...•...........••..•.•....•..•.....•....•....••• 21 Recreation Inventory .............................................................................................................................. 22 Regional Recreational Assets .................................................................................................................. 24 Administration, Funding, and Budgeting ................................................................................................ 27 Issues and Opportunities ........................................................................................................................ 28 Recreation Action Plan ............................................................................................................................ 31 Chapter 5: Land Use ••.•..•......•..................•....•...............•...........•....•...•...•...........••••..........••.•......•..•..... 33 Residential ............................................................................................................................................... 34 Commercial ............................................................................................................................................. 34 Industrial ................................................................................................................................................ 34 Community Facilities and Services ......................................................................................................... 36 Transportation ........................................................................................................................................ 37 Issues and Opportunities ....................................................................................................................... 38 Chapter 6: Goals, Objectives, and Action Strategies ........................................................................... 43 Chapter 7: Future Land Use & Zoning Plan ......................................................................................... 50 Residential 1 ............................................................................................................................................ 51 Residential 2 ............................................................................................................................................ 51 Rural Residential ..................................................................................................................................... 51 Commercial ............................................................................................................................................. 52 �Shoreline ................................................................................................................................................. 52 Public/Recreation .................................................................................................................................... 53 Chapter 8: Plan Implementation ....................................................................................................... 55 Zoning Plan .............................................................................................................................................. 55 Rezoning and Conditional Rezoning ........................................................................................................ 56 Leadership and Public Input .................................................................................................................... 56 Partnerships and Citizen Engagement .................................................................................................... 58 Plan Updates ........................................................................................................................................... 59 Appendices ............................................................................................................................................ 2011 Community Survey Results ................................................................................................................ Legal Notices - Recreation Plan .................................................................................................................. Resolution of Adoption - Recreation Plan ................................................................................................. . �Chapter 1: Introduction Since it was founded in the 1870's, the Village The purpose of the Eastlake Village Master Plan of Eastlake has changed from a bustling lumber is to set forth a strategy for the Village to guide town to a quiet residential community along future development and change according to the shores of Manistee Lake. With close con- the community's priorities. The plan is in- nections to industrial activity along the shore- tended to provide for: line and with the City of Manistee, the Village is • known as a bedroom community with access to Informed decisions: The Master Plan provides a stable, long-term basis for informed incredible fishing and boating opportunities, a decision-making. Analysis of existing condi- small town atmosphere, and historic character tions, combined with the goals and policies and heritage. that are outlined in the Plan, help guide the Planning Commission and Village Council as they consider zoning, new development, To ensure that Eastlake's cherished qualities capital improvements, and other matters are preserved and maintained, while allowing relating to land use and development. for added investment that will enhance the local economy and quality of life, the commu- • nity must plan and prepare for change. Optimizing Investments: The Plan provides for coordination of public improvements The Eastlake Village ~aster Plan was ere~ ated by the Eastlake Village Planning Commission, with assistance from the Northwest Michigan Council qf Governments. The P.lan was _ prepared in accordahce with provl~ sions of the Michigan Planning Enabling Ace (Publi c Act 33 of 2008) to e~hanc~ and pro- . Page 1 Village of East Lake �Eastlake Village Master Plan and private development, and also helps the Village prioritize improvements to com- The Eastlake Village Master Plan was devel- munity facilities. • Planning Process Predictability: The Master Plan informs citizens, property owners, and neighboring communities of the Village's priorities and goals, as well as where and how the community is expected to grow-allowing them to plan for the use of property in a way that is consistent with the community's oped by the Eastlake Village Planning Commission and a master plan subcommittee, with assistance from the Northwest Michigan Council of Governments. The 2011 Master Plan provides background information and public input, with strategies designed to address changing population, economic, and land use trends. vision. • Zoning: The Master Plan provides the legal In order to ensure a broadly representative foundation for zoning. The Michigan Zoning planning process and recommendations, public Enabling Act requires the zoning ordinance input was obtained from a variety of sources. be based on a plan designed to meet resi- Two public forum/visioning sessions were held dents' needs for natural resources, hous- on March 3, 2011, and a community survey was ing, recreation, industry, business, service, mailed to all property owners and addresses in and other uses. the Village, and was also made available and publicized online. Survey summaries and re- sponses, along with information relative to Page 2 �Introduction r.evio~§ studies and plans have inform ntof the Eastlake Village Mast ~vant elements of'the foUowii:ig ·plans _an s u ,es are hi h~ghted/identifiecfthrougho er Plan: Manist~e (:ounty Master Plan (2()00) includes poli!=Y base<( on the natur,al ~apabiliti~s.ofthe la~d to·su·stain development; future ne_eds for variou s types_of development; the relationsfiip of agricultural and undeveloped land on the eommunit'(s chara·cter and e~onomy the desires and needs of residents and officials . • • r,, . , - - ~ ' .~ " ',:< ~ :- · EnVision Manistee (2005), a county-wiEfe vision for land use ana transportation, was created .. witb input from a variety of commuoity,stakeholders and provides a clear and citizen-led.focus · • for a wide range of community re$ourc~s and n~eds, including culture, recreation, economy, employmE!nt, education, governm1nt growt~/c;hange, health,' public safety, soda(environment~ infrastr;ucture, and natu,raJ resoqrc.e s/environment.. -;f • ' , ~ New Designs for (irowth is a best-practice resource guide fo,r local govemrrie!lts and develop;; ers in Northwest tower·Michigan. New Designs for Growth builds on the ten tenets of smart gtowth to provide design guidelines thijt preserve·the r~gion's unique character, scenic beauty, and natui::al resource~. The Comprehensive,Economic Development Str~tegy (2010) assesses the economic conditions ofthe region and provides a strategy for buildin·g on strengths and overcoming cha.llenges. , , . Regional Non:Motorized Comprehensive Strategy (2008) is a facilities stl"ategy for 13 c9unties· = in northwest lower Michigan that identifies priority non-motorized transportation projects to help guide MDOT's investment.in the region',s non-m~toriz~d tr~nsportation system. • Benchmarks Northwest (2004) evaluate quality oflife indicators in Northwest Michigan 'by.of. fering secondary data and public perception .(survey) -information that provides a snapshot of . community strengths anci-challenges, The reports integr~te enviro.nmental, ecpnon,ic, and social factors in a way-that demonstrates the interconnectivity of issues 'impacting regional quality ~Ii~. . . ' ~ - , Six Pillars of Prosperity are economic sectors that 't he People and Land/La_nd Policy ln~itute f6r h~ve identified as'<-pri_o rity ~reas Michigan's success in the.·New Economy: Attractive Cities · and Neighborhoods, Highly Competitive Scho~ls and tifelol')g L~arning Opport_ uriities,· Kn.owl- ~ . edg~ BasJd Technologies, Thriving A~ricµlture, ~atµral ~e,sourc~s for: Recrea(ion a~d Joo Crea;'t i9n, Inclusive an<! Entrepreneurial CUiture. Page 3 �Eastlake Village Master Plan public events, are included in the plan appendi- 5. Land Use. This chapter summarizes the ces. Plan goals, objectives, strategies, and fu- character, types, and location of the vari- ture land use recommendations were devel- ous land uses found in the village, including oped based on public input obtained through- residential, commercial, and community out the process, analysis of existing conditions, facilities and services. and previous or related plans and studies. 6. Goals, Objectives, and Action Strategies. Goals, Objectives, and Action Strategies will address the issues and opportunities iden- Organization of the Plan tified in previous plan chapters. The Eastlake Village Master Plan provides over- 7. Future Land Use Map and Zoning Plan will views of existing conditions, discussion of pub- formalize goals and objectives into future lic input, identification of issues and opportuni- land use policies that will be used in mak- ties surrounding different elements of the com- ing decisions on zoning changes and new munity, and goals, objectives, and action state- development. The map and zoning plan ments/implementation strategies. Descriptions will provide a stable, continuous basis for of best practices, relevant programs, and exam- land use decision making through changes ples from other communities are highlighted in the makeup of elected and appointed throughout the plan. The plan is divided into boards, and therefore encourages the im- sections and chapters as follows: plementation of the long-term goals and 1. objectives of the Master Plan. Introduction provides an overview of the process and contents. 2. 8. Plan Implementation, Leadership, and Civic Engagement. This chapter will provide Existing Conditions and Context discusses an overview of the Village's decision mak- Eastlake's history, its place in Manistee ing structure, leadership, and other consid- County and the region, and issues that are erations that will ultimately drive the im- relevant across the spectrum of the com- plementation of the plan. Public participa- munity, including demographics and eco- tion, civic engagement, leadership, and nomics indicators. partnership opportunities will be discussed 3. Natural Resources discusses the topogra- in this chapter. phy, soils, water resources, and green infrastructure available in and around the Village. 4. Recreation. This chapter serves as the Vil- lage's 5-year recreation plan, and discusses existing recreational facilities and future needs. 4 Page4 �Chapter -2: Existing Conditions and Context with villages and small cities that are consider- History & Regional Context able distances from larger metropolitan com- Eastlake is defined in part by its setting along munities. These distances have shaped the the lakeshore and by the natural resources that character of these small communities and cre- surround it, as well as its proximity to the City ated of Manistee and the surrounding region. This recognized as retirement and resort destina- regional context and access to natural re- tions, as well as desirable year-round commu- sources have been the drivers for much of the nities. individual identities that are well- Village's development and economic patterns, and continue to provide much of the Village's recreation, service, and employment opportu- The rural character and access to water, forest, nities. and other natural resources has been the region's greatest economic driver. Many communities-Eastlake among them-were built up Northwestern lower Michigan is a place of in- around the lumber industry, or served as major credible natural beauty, tremendous natural hubs for water-based or rail-based transporta- resource assets, thriving agricultural econo- tion. Eastlake had its beginnings in the logging mies, seasonal recreation and resorts, and year boom of the nineteenth century, with the con- -round communities. The landscape of forests, struction of a sawmill on the shore of Manistee lakes, rivers, orchards and farmland is dotted Lake in 1870. The Village later became a stop Pages �Eastlake Village Master Plan on the Pere Marquette Railroad, which supported the logging industry and contributed to the growth of the Village, which was incorporated in 1912. In many parts of the region, once the land was cleared, agriculture became an economic foundation for some parts of the region, while others developed economies around other natural resources such as oil and gas. In the Manistee area, however, water- and rail-based shipping opportunities supported a variety of industries, particularly along the Manistee Lake waterfront, which provided access to commercial shipping. The area's history as a thriving industrial center and commercial port has resulted in a fairly stable population base in Manistee County, when compared to the rapid growth witnessed in other parts of the region. Between 1920 and 2010, the population in many parts of the region has more than doubled. Manistee County's population, on the other hand, has increased by about 18% during that time period. Much of the growth in the region and the County is the result of retirees and seasonal residents that have moved to the area to take advantage of the region's small town and rural lifestyles, outdoor recreation, and natural beauty. However, most of those population increases-along with the new development Page 6 �. : . 4 ~1l:" ~ . f~~ l1· , , .,, ,i~j,-'\ _ .. .. . , Manistee County Michigan - ,~ -·:.· ,:;:; . ~ ' r-i.A I, J•,~( 1 --~p;•""·" 0 - Upland,Openland Upland Deciduous Forest Upland Coniferous Fore~ - water l.JMfand Forest - Non-forested W!tlands · ·--• - - · ~~ . Oj ~ . .,., ' ~ . •""""1 ·. --~· t. 1 . ~ " 1 ._,, ,jir,~~, r ~ -- .. . . . l . ,., . • .. . ~;; . . I ·· - , .- - - - . - - . ~ ~::-:,11-,. . "~t.~f\ . 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" .'.,•/•f .~'.-it{:'•: · /,iq i. -1E,-.~-~~ ,,: ·,5s'.~-,·., • < . .· ~'11:·n.-, ".· . .l(~~~ •~!9~1 Legend Aoncullural 'li' ~.;c._,,,. ,·i='~·=·cc..,,;~·-· _ 11 r-,ffll:.i..,;-.~ .. ~ .. · ~ i lrr;;P.~"i.:;' . f.·~ « ~M~~1rj·, flll"· ·~~ .t~ - -,.<., _.,.-:-; , ~ • ir-:. 1 . llfi~rt·.d ' -~ ~ M ~ · ,..«.: '· · ·. ,'{;~: ~• ~""'11~'!-:l "1 ..,.. eff - · • :k-1~~ ,t '·•.Mlt ._;']~ 0 · , .·-· 7 ~ . ~~;;· : ;, " I \ I . · ·. ·.. o-, ." . •~ · :. ,:" • , 9-· --•c;,;.. •...... • ~ •. .• ~ • ..,.'·-<!;\•.~: ~s.J~f~-- · '"*. ~-:... -r·;]Z,;;_ . • , •.,;. ·· •;J~1:1! ' ~1 ·· " .'. .'!.:-·,~. ·_'1l lt e• n 0 :::s a. a:0 :::s VI Q) , :::s a. n 0 :::s c t) ~ �Eastlake Village Master Plan NW Lower 132,183 116,900 Michigan Manistee 20,899 17,409 County Eastlake Village 675 392 129,031 135,488 139,017 158,333 208,286 230,962 281,468 297,912 18,450 18,524 19,042 20,094 23,019 412 376 436 512 514 that follows population growth-have occurred outside of cities and villages. The desire for rural lifestyles or homes on larger lots, combined with limited land supply and higher costs in city and village boundaries, has led to greater growth and development in rural areas, while city and village population levels remain stagnant or decline. 21,265 24,527 473 441 24,733 512 Population Characteristics Household Size and Age The age of a community's residents has significant impacts on housing demand, service needs, and employment base; while household size can reflect changes in community demographics and signal a need for additional housing options. In part because of these new development trends, but in large measure as a result of the decline of logging and other industries, the population of Eastlake has dropped substantially since its peak in the late 19th century, when it was home to around 3,500 residents. With the end of the logging boom, the number of Eastlake residents dropped to 675 by 1920. Since that time, the population has fluctuated, with a low of 376 in 1950. The 2010 population of Eastlake was 512-a 16% increase from 2000, likely reflecting the construction of new dwelling units in the Village over that time period. At 2.22 people per household (PPH), Eastlake's average household size has declined about 5% since 2000. The decline in household size is generally linked with the aging of the population. As the baby boomers-the country's largest population group-reach retirement age, the number of one- and two-person households increase, as do median age and percentage of the population over age 65. In the Village of Eastlake, between 2000 and 2010, the number of residents over the age of 65 increased by over 50%. 148 residents, or about 22% of the Village's population, were over the age of 65 in 2010. Page8 �Existing Conditions and Context 39,946 ani~te ounty ity of M :tee State 20% 121,200. 86,500 34,208 125,500 77,400 37,721 30,351 108;600 66,500 48,700 44,667 9% 147,500 Sourer~: 2000 Census & 2009 American Community Survey cent Eastlake's population is representative of the is black or African American. Another 5.6% are of two or more races. County as a whole, in terms of median age and percentages of those over aged 65. The median age in Eastlake is 46.8 years, compared to 47 County-wide. In 2010, the male-female distribution was 245 to 267, respectively, or about 48% male and 52%female. Despite the increase in the number of those over age 65, the number of school aged chil- Education dren has remained stable over the last 10 Educational attainment provides an important years, with about 19% of Eastlake's population context when considering local workforce ca- under the age of 18. pacities and the community's economic vitality, and plays a role in determining which types of industries or business may choose to locate in Sex and Race or near the community. The population of Eastlake is slightly more diverse than the County or regional population. About 90% of the Village's population is white, compared to 92% in the County and 95% in the region. About 3% of Eastlake's population is About 89% of Eastlake residents have a high school degree or higher, a greater percentage than surrounding communities and the state. However, the percentage of those in Eastlake American Indian, and about one half of a per- Page9 �Eastlake Village Master Plan Community Survey, was about 8%, compared to 12.6% county-wide. Housing Values In 2009, the median home value in Eastlake was $72,900, compared to the County median home value of $125,500.Median monthly rent was slightly lower as well, at $559 per month in Eastlake, compared to $607 for the County. with a bachelor's degree or higher-about 3% is substantially lower than neighboring commuAbout 42.8% of Village renters, and 34.3% of nities and the County. homeowners with a mortgage in the Village, paid 30% or more of their household income for housing. When households spend over 30% Income Education and income levels are closely correlated, with higher education levels generally translating into higher incomes. The median household income in the Village of Eastlake in of their income on housing, they're considered "cost overburdened," which puts them at higher risk of foreclosure, homelessness, overcrowding, or occupying substandard housing. 2009 was $36,042 - slightly below income levels in nearby City of Manistee and significantly Eastlake overburden rates are consistent with below County median household income of regional affordability issues, with over 44% of $48,690. Income levels in Eastlake grew by renters paying over 35% of their household about 14% between 1999 and 2000, a slower income for rent and 26.3% of homeowners ex- rate than regional income growth, but higher periencing cost overburden on a regional level. than statewide income growth. However, despite lower overall incomes, poverty rates in Eastlake were significantly lower than in surrounding communities. The percentage of people in Eastlake with incomes below the poverty level in 2009, as reported by the American Economy Employment Sectors The American Community Survey reports that Eastlake has a workforce of about 239. The Page 10 �Existing Conditions and Context J\grii:urture, forest fishir:i Construction Manufa.cturing i Retail ~rade :fran.sportatio.n and warehausing, and utilities Information F-inance ao~ insurance, and real estate and rent.ii and leasing Professional, scientific, and management, and administrative aria waste management services Educatio.nal services, and health care and social assistance . Arts, entertai , recreation, an dation and fooa services Ottier services, except public adminfsb"ation largest employment sectors in the Village were health and social assistance and arts, entertain- production, transportation, and material mov- ment, and recreation. ing occupations (29.7%), sales and office occupations (27.2%), and service occupations (25.5%). The largest industries, in terms of Eastlake's-and Manistee County's- number of employees, were manufacturing employment trends are tied to statewide eco- and retail, followed by educational services/ nomic issues. Michigan has lost hundreds of thousands of manufacturing jobs since 2000. Page 11 �Eastlake Village Master Plan Industry Sectors, Manistee County and the State of Michigan, 2010 Data from Bureau of Labor Statistics ■ '7. !:>late Jobs Because of the state's traditional reliance on in Manistee County was 12.7% - slightly higher manufacturing employment, these job losses than the statewide rate. have created a long-lasting recession with enormous repercussions, resulting in unemployment rates that have persistently been the It is expected over the short term that the state highest in the country for the last several years. and the region's unemployment rates will re- Northwest Michigan's unemployment rates main higher than the nation's; however, the have generally followed state trends, while Ma- region and the state as a whole are experienc- nistee County, with its historical importance as ing growth in several sectors, reflecting an eco- an industrial and manufacturing community, nomic transition. has experienced more job losses than the re- County's economy through 2020 show growth gion as a whole. Between 1998 and 2009, ac- in the finance industry, as well as in agricul- cording to the US Census, the number of estab- ture, fishing, forestry, and hunting. lishments with paid employees in Manistee • Projections for Manistee Knowledge- and skill-based employment is County declined by 10%, compared to a 5.8% experiencing significant growth in Manistee decline statewide; and in 2010, the average County. The finance industry is expected to unemployment rate over the course of the year have the County's greatest increase in em- Page 12 �Existing Conditions and Context ~ge I n an . ., Is· orAc ensus is not availa_b so ghol!lt _ nnIa US C: ~he Mast conducted eve· to measure population 6asit demographic informs1tion for all geographies in.the countiy.~Hi~torically, the Census "long ·· form" also recorded more detailed information on,individual liousenold charact_ eristics,-includi~g income, employment; poverty, housing value, commute time, et-c. ,Beginning in 2005, tliat· •" intormation is -instead collected ,eve~ 5 years b¥ the ,American Community Survey. ,,._ The-American Community Survey (ACS) is a large, continuous demographic survey conducted - by the Census Bureau-that will eventually pr:ovide accui:ate and up-t~date profiles of America's , . ~ . communities eyery year. Questionnaires are mailed to asample of.addresses to obtain informa- tio n about hous_eholds and housing units. The survey produces estimates of poi!u.lation and • housing charact.eristics data for small areas, including tracts and popu1ation s~bgroups. Questions asked are similar,to those on the i:lecennial census long form. Estimates for small geo,graphic areas are based on data collected over a 5-year time period, and represent the average • QI 1. ' 1!':- er.istks over that time p.er , • r . Bureau of Labor Statist1cs is a unit of the US Department ot Labor that collects, processes, analyses, and disseminates statistical data regarding current social and economic issues. Data is availablt? for county geographies, metropolitan statistical areas, and micr'opolitan statistical ar. • • I ployment, both in terms of total number of centrations of government employment jobs (201) and percent growth (26%) are much higher than statewide percent- through 2020. ages (27% vs. 13%, respectively). Government employment is expected to grow by Manufacturing was identified as a declin- about 4% through 2020. ing sector of the County's economy; employment is predicted to drop slightly by • another 2% by 2020. • • Employment in agriculture, fishing, for- estry and hunting is significantly higher Government employment is the largest employment sector for the County. Con- Page 13 than statewide concentrations in this sector, and is one of the largest employment �Eastlake Village Master Plan sectors in the County. Employment in this industry is expected to grow by about 20% through 2020. • The trade, transportation, and utilities industry is one largest industries in the county, and is expected to see limited growth (about 2%) through 2020. • Leisure and hospitality employment, one of the County's biggest employment sectors, is expected to remain at similar levels through 2020, with about 2% growth. Employment Location and Commute Time Because there are few commercial or industrial uses within the Village limits, much of the community's workforce is employed in nearby communities. Almost all of the workforce drove to work, either alone or in a carpool; less than half a percent reported working from home. According to the American Community Survey, about 89% of Eastlake's workforce was employed within Manistee County, with the remaining 11% commuting outside the County for employment. The mean travel time to work was about 17 minutes. Page 14 �Chapter 3: Natural Resources The natural resources in and surrounding the Village of Eastlake are some of its most important economic and quality of life assets. Regional industries rely on access to the area's natural resources for both raw materials and shipping needs. Manistee Lake is of regional and statewide significant for its fishing, boating and industrial shipping opportunities. A state game area is located immediately to the north of the Village, and just outside the Village limits, the state and national forestland covers To ensure the continued and enhanced quality of these resources, it will be important to balance community development needs with environmental considerations. The benefits of such a balance are increasingly being quantified in economic, public safety, health, and social measures. Environmental quality and protection can enhance economic opportunities, increases the value of developed properties, and acts as a draw for new residents and visitors. over 120,000 acres of the County. These resources are key to Eastlake's quality of life, and both residents and visitors take advantage of This Chapter will discuss natural resources the recreation and economic opportunities within the Village, to provide context for plan- available in the forests, lakes, and streams ning and future development that considers within and surrounding the Village. overall environmental quality. Page 15 �Eastlake Village Master Plan acres of Plainfield sands with 35-70% slopes. Natural Resources Inventory These areas have severe building constraints Topography and Soils and are prone to erosion. Soils in the area are predominantly sandy soils with flat or gently sloping topography. Nearly 70% of the Village's land area is covered by Lakes and Streams However, The Village of Eastlake is bounded on the west because of steep slopes along the Manistee by about 1.5 miles of shoreline along Manistee Lake shoreline, much of the Village is located Lake, a 930 acre lake that serves as the conflu- within a state-designated high-risk landslide ence for the Manistee River and Little Manistee area. Soils along the shoreline include about 22 River watersheds. The lake drains into the Ma- Plainfield sands with 0-6% slopes. East Lake Soil Types East 1,ake Village Lakes Coloma sand, 0 to 6 percent slopes Coloma sand, 18 to 35 percent slopes Coloma sand, 6 to 12 percent slopes Covert sand, 0 to 6 percent slopes Covert-Dair con.,lex, 0 to 6 percent slopes Dair muck Gorvan-Houghton-Glendora complex Histosols and Aquents, ponded Pits, sand and gravel Plainfield sand, 0 to 6 percent slopes Plainfield sand, 12 to 35 percent slopes Plainfield sand, 35 to 70 percent slopes Plainfield sand, 6 to 12 percent slopes Udipsamments, nearly level and undulating Witer Page 16 �Natural Resources nistee Harbor of Lake Michigan through a 1.5 eludes 23 acres under ownership of Little River mile long channel, and also provides access to Band of Ottawa Indians, and is the site of the the Manistee River. As wildlife habitat, recrea- Little River Band Natural Resources building. tion opportunity, and commercial waterway, The Penny Park Campground and boat launch Manistee Lake is a cornerstone of the econ- are located along the northern Eastlake shore- omy, quality of life, and natural environment in line. Eastlake and the greater Manistee area. The industrial history around the lake has reThe lake provides habitat for a wide variety of sulted in species, including lake sturgeon, a state- oils, brines, resin acids, arsenic, and mercury, threatened species. Manistee Lake is consid- and petroleum compounds- in the lake and ered a high-quality fishing opportunity, and as shoreline. Brownfield remediation efforts have such is a critical element of the local economy been ongoing, and have addressed contamina- and is significant statewide in terms of its im- tion within the Village and at other sites around portance to tourism. According to a 2010 fish- the shoreline; but elevated levels of contami- eries report conducted by the Michigan Depart- nants still exist in some areas of the lake. How- ment of Natural Resources, the number of an- ever, according to the DNR, areas near the gler trips on Manistee lake runs as high as mouths of the Manistee and Little Manistee are 20,000 per year. high levels of pollutants-including not as affected due to the effects of the flow of the rivers. Since the logging boom of the nineteenth century, the shoreline along Manistee Lake has been heavily used by industry. The shoreline still hosts forestry processing, salt production, chemicals plants, and power plants, which depend on the commercial shipping opportunities available through the deep water port in Lake Michigan. Freighters are able to access factories along Manistee Lake through the Manistee River Channel, which is regularly dredged to allow for shipping traffic. Wetlands and Floodplains Wetlands-often called marshes, swamps, or bogs-are areas where water is found, either on or near the surface, at any time during the year. These areas are invaluable natural resources for a variety of factors: they offer important wildlife habitat, along with opportunities for recreation such as fishing, hunting, boating, and birdwatching. They improve water quality by removing and sequestering excess nutrients and sediments found in rivers and Historical industrial uses along the shoreline within the Eastlake Village limits have been removed; the former industrial area now in- streams; and reduce potential for floods by acting as natural "sponges," slowing down flood and storm waters. About 87 acres of wet- Page 17 �Eastlake Village Master Plan lands-including large cattail marshes-are some concern that the dike may have adverse located in the north and northwest corner of impacts on water levels and fish habitat. the Village, along the Manistee Lake shoreline. This area provides important wildlife habitat and marks the western limits of the Manistee Green Infrastructure River State Game Area. Within the State Game The term "green infrastructure" refers to con- Area, just to the north of the Village bounda- nected systems of woodlands, wetlands, rivers, ries, is a diked area called Peter's Bayou. The and streams that are valuable in providing a dike was installed to create waterfowl habitat variety of benefits to a community's economy and hunting opportunities; however, there is and environmental quality. Because greenway spaces like trails and natural areas are often Village of East Lake Green Infrastructure ~ tlon-MD1Dnt110Tllli• "-'Slalltl'l\ltlldii"' ,...___, Ollle1 ll01111• ~· 1ur... ~ PQttttt1,1t flood PruneAte1ts Q t:SJ 0 0 Pubht:lMnd Other P11ll11t l'"'ll< SOUIDI.I 'W!IIIW 1Jf0tt!Ghun A,(1215 V\lrtlltlNd Pra1f:tdnm ArBM ~ tt.gh Rt~ l itn1511Jfl AHUls ~\ - '°'flt,CuDutall_, Map Olte: 15 November 2010 Map Procb:od By: ______ ..._ ~-~\½~ 0.5 1 Mies Page 18 �Natural Resources seen as more valued amenities by residents ents and other forms of pollution such as salt, than even golf courses or swimming pools, oil, and anti-freeze. green infrastructure can increase the value of smother the habitat that aquatic organisms nearby property, with corresponding increases need to survive and reproduce. Sediment and sand in tax revenues. And, continuous systems of forests, wetlands, and other open areas reduce the risk of flooding by controlling stormwater runoff, and provide protection from storm damage and erosion in coastal areas. Green infrastructure systems also provide invaluable Normally, these contaminants are filtered out through rain and snowfall, which naturally filtrate through the earth and recharge the groundwater. However, on paved, or impervious, surfaces, precipitation instead flows over wildlife habitat and foster ecological diversity. the ground, picking up chemicals, dirt, and other pollutants, then flowing into a storm Open space and forestland cover about half of sewer system or directly into a lake, stream, the Village's land area. About 440 acres of for- river, or wetland, where it is discharged, un- ested areas are found throughout the Village. treated, into nearby water resources. Reducing Along the boundaries of the Village, forestland impervious surfaces such as roads, driveways, generally connects with larger tracts of forest and parking lots can provide significant benefits and open space. to water quality, while also reducing the potential for erosion. Issues & Opportunities Water Quality As noted, historical industrial activity has led to high levels of contaminants in some parts of Manistee Lake. Some contamination sources, including sites in Eastlake, have been or are being addressed through brownfield remediation activity. Another contaminant that has been identified as an issue in some areas of Manistee Lake is sediment, a surface water pollutant that washes from roads, parking lots, and driveways through stormwater runoff, which carries nutri- Page 19 �Master Plan Page 20 �Chapter 4: Recreation Parks, playgrounds, community events, trails, Because of its importance to all parts of the and recreation programming bring residents community, recreation is a focal point in the and visitors together and foster opportunities planning process. This chapter will explore for cultural expression, education, and civic Eastlake's existing recreation facilities and op- engagement. They promote public health and portunities to enhance and improve its parks, wellness by encouraging opportunities for culture, and recreation opportunities. This physical activity. And they act as economic driv- chapter will also serve as the Village's 5-year ers, raising property values, drawing new resi- Recreation Plan. dents to the community, and encouraging new development and tourism. Enhancing Eastlake's recreation opportunities will thus help create an engaged, healthy, socially vital and economically vibrant community. What is a Recreati'on Plan? Through its recreation grants program, currently funded through the Michigan Natural Resources Trust Fund and the federal Land and Water Conservation Fund, the Michigan Department of Natural Resources (DNR) provides financial assistance to communities that are would like to purchase land for parks, or are planning to improve or develop recreation facilities. To be eligible to apply for these grant programs, a community must have a 5-year recreation plan, approved by the DNR, that meets certain requirements. DNR-approved recreation plans must include the following components: • Community Description and Planning Considerations • Administrative Structure • Recreation and Resource Inventory • Description of Planning and Public Input Process • Goals, Objectives, and Action Program This chapter of the Master Plan serves as the 5-year Recreation Plan for the Village of Eastlake. Some recreation plan components will be included in other chapters of the Master Plan. Page 21 �Eastlake Village Master Plan R,creatioh; An tmpartant Recreation Inventory Gommu:y.t;nity A$S"et . - Several important recreation opportunities are ,,. . .-. :'.. " ,J ,,( At their -most basic, parks, recreation facilities, available within Eastlake; and Village residents · and community events prov,ide an environment and visitors also have access to a variety of op- ir:i which residents and visitors can g~ther ai:ld portunities beyond the Village limits. The fol- interact in an informal . setting; Qut par:ks also · lowing recreation inventory was completed pro~ide a number of health and economic ben- with information provided by Eastlake Village efit s t & the community: officials and field visits, and provides discussion • :. Parks ~nca'urag~ J?hysical activity, whict:1 is critical in staying healthy, r~ducing' stress, on recreation facilities, as well as regional assets, and their place in the community. fighting obesity, and preventing chronic , conditions that lead to heart disease~ high ··: blood press~re, aAd dia~etes. Penny Park, located along Manistee Lake, is the Parks ·and trails are safe c:>ptions for non- , motorized transport~tion,:-whi~b is especially itnpon:apt tor those tt';at d~n't own a, ~ar t>t cai;i't drive due to ag~, disapllity, or · . Village's largest and most frequently used park. The park includes 38 campground sites, half of which offer electrical hookup capacity. The park also includes restrooms and showers for campers, a picnic area, fish cleaning station, ' opportunities. ,attract visit0rs, ,. ir\creasiAg local toarism revenues. • l .• • Penny Park " ' ~ • ,a and boat launch facility. The park is regionally significant as an access to Manistee Lake, which Demographic groups with: ,expendable ihcome a~d significant c1mbu.rits, of leisure time, such as retirees an~ - young profes- ~ , sional, of.t;~n .felocate to co~munities, with . · ,. oriented", lifestyle and a hi ', also provides access to the Manistee River and Lake Michigan. Fishing in these water resources is considered world-class, and as such Penny Park attracts a large number of visitors to the community in the spring and summer months. Penny Park is owned by the Michigan Department of Natural Resources {DNR), and is leased to and maintained by the Village. The lease agreement requires that all fees collected for usage of the park be held separately and dedicated solely to improvements, maintenance, and staffing at Penny Park. Page 22 �Recreation "\ . ,. ,,. ' .Prio r ~'Bi.Jou ~ ~ 1""' Village of East Lake Village of Eastlake Recreation Inventory " - ' State Trunklines ~ atier Roads .............,Railroad Lakes & Ponds -·~- ' ~ Rivers & Creeks . . Public/Recreational M.,,,.s Irr Lnlw Village of East Lake t "' Illa Page 23 �Eastlake Village Master Plan Accessibility Assessment: Some of the park's facilities meet accessibility guidelines. Regional Recreational Assets Natural Resource Areas Johnson Field baseball diamond, The Village is surrounded by hundreds of thou- basketball court, and playground. The park was sands of acres of national forest, lakes, and donated by Village resident Art Johnson. Origi- streams. These natural resources and outdoor nally used by local softball and baseball recreation opportunities are prized assets for leagues, usage of the park has dropped off over the Village, the County, and the region as a the years. whole. 276 miles of rivers and streams in Man- Johnson Field includes a istee County-including 45 miles of wild, sce- Accessibility Assessment: Some of the park's facilities meet accessibility guidelines. nic, or natural rivers-wind through the County, offering quality fishing, canoeing, and kayaking experiences. Additional fishing and Nature Walk boating opportunities, along with swimming The nature walk is located on Village-owned access, are available in the County's many in- property in the southern end of the Village, and land lakes-which total over 9600 acres of sur- includes a loop through forest area, totaling face water-and along the 25 miles of Lake about 2 miles of trails. Michigan shoreline. The Nature Walk is maintained by local scout groups. Accessibility Assessment: None of the park's facilities meet accessibility guidelines. About 73% of the County, or about 253,200 acres, is forested; much of this acreage is accessible to the public as part of the Manistee National Forest. These areas, both within and Eastlake Playground The Eastlake Playground, located on a small lot behind the Village Hall, was developed in 2011 and includes a new play structure. The park was developed with donations in an effort led by Village residents. Additional improvements, including landscaping and seating, are planned. surrounding the Village, lend themselves to outdoor recreation activities like fishing, snowmobiling, hunting, skiing, hiking, and mountain biking. Access to areas is available for snowmobilers, ORVs, cyclists, skiers, hikers, and others through several trail systems including the North Country Trail. Accessibility Assessment: None of the park's facilities meet accessibility guidelines. Nationally significant regional recreational op- Page 24 �Village of East Lake Green Infrastructure ~ Non-Motortzed Trals " ' - ' state Trunkline ~ OlherRoads RivelS "' Lakes ~ Potential Flood ProneAreas GJ (? 0 0 Public Land other Public Lands Source \Miter Protection Areas IM!llhead Protection Areas ~ High Risk Landslile Areas "0 Ill °di 00 M V'.9tlands Forested Land AgricuMural Land N u, .·' 'l>.~ ,!1l1 ,· Map Date: 15 N011ember 2010 Map Produced By: u.-, u...~~thiol. fuf'IU.4 - ....... NorthW..t Michigan Councl cl GkMllrv'INtntl ~i ~"kf<lfH Aln,w,,1 , t""1munll y f~V7~ :;IC ct> n 0.5 \ m Q) 1 MHes tt 0 ::, �m DJ ~ DJ '7' It) Green Infrastructure ~ ~ Non-Motorized Trails DJ OQ ~ state Trunkllne ~ It) County Roads s: Rivers DJ Ill r+ Lakes ~ Potential Flood Prone Areas Q PUblic Land 0 Other Public Lands Q 0 ~"\5 Wellhead Protection Areas High Risk Landslide Areas WeUands l4 Forested Land " "' ~ N Q\ ~- 0 4 Miles Map Date: 26 January 2010 Map Pruduced By: ,r.O,,,..Zf":"""$!\-l'ef.fl!I ~""'· - ~- " ' Council Nodllwelt f,flchlgan ~j afG~enneull ~i,;,v:r• ~w,i,,r','•(0,1' •Ill>!\< -, Manistee County Source Water Protection Areas f::'.], It) ""C DJ ::::, �Recreation portunities-including the Sleeping Bear Dunes The seven-member Village Council is elected National Lakeshore in Benzie and Leelanau every two years to adopt budgets, approve Counties-are located within an hour's drive contracts, adopt policies, and oversee staff. from the Village and are easily accessible to Budgets, planning, staffing, and other issues Manistee residents. related to the parks and other Village facilities are overseen by the Village Council. Snowmobile and ORV Trails Snowmobiling is a popular winter activity for Staff & Volunteers both residents and visitors. In addition to desig- Parks are maintained by Village maintenance nated trail systems, within the national forest, staff, which includes one full time employee. A snowmobiles and off-road vehicles (ORVs) are park attendant for Penny Park is employed sea- authorized to use Village street right-of-ways. sonally. Some maintenance is conducted by volunteers or community services groups. Private Recreation Facilities Private golf courses, campgrounds, and other Funding & Budgeting amenities are available throughout the Village Funding for park maintenance, improvements, and County. and activities comes from several Village funds. Penny Park improvements, maintenance, and staffing is supported by campground fees, Administration, Funding and Budgeting which are deposited in a park fund dedicated solely to Penny Park activities. In 2010, about $14,000 was budgeted for Penny Park. Village Council Page 27 �Eastlake Village Master Plan Maintenance for the Nature Walk is supported Maintenance and improvement activities at by a percentage of funding from the Major Johnson Field are supported by funding from Street and Local Street Program. Funding is set the "general maintenance" fund; $1,000 was annually based on federal guidelines for the budgeted for this fund in 2010. maintenance and upkeep of off-road areas. $5,049 was budgeted for off-road street maintenance in 2010; funds cover both nature walk maintenance and landscaping along the tunnel of trees. Issues and Opportunities How does Eastlake build on its recreation assets? Where are improvements needed? What is missing from the recreation system? What types of recreation opportunities do residents need and want? To begin to answer some of these questions, issues and opportunities have Recreation Priorities: ~~ been identified for consideration in goal 201-:t Survey Results setting, action planning, and policy developThe 20P Maste~ Plan Surve,y asked respond- , ment. ents abo1:Jt the importance of the devel9pment , or enh~neement of the following types of rec~: reation. Follawirig are the percentage or sponse~ that indicated that _these acti~ities, are . "very important" or "somewhat important."· 1 Demographics re-, . ! Different population groups have different rec- ' reation needs and interests; so when planning for recreation facilities, the community's growth trends, age, and income levels are imfis~in~ access 91% ,, portant factors to consider. Eastlake has seen Boating access 86% some population shifts over the last ten years, Playground equipment 68% Athletic f.ields/tennii co~rts 56% drop in the number of family households, and Hiking/skiing trails 52% increasing numbers of seniors. As individuals Swimming 51% as noted in Chapter 2, Existing Conditions and Context, with a decreasing household size, a age, needs increase for facilities that accommoUniversal accessibility features ·46% , Snowmobile/ORV use of Vil- 41% . lage streets (, . -Snowmobile/O~V trail$ date passive recreation such as walking and boating. Barrier-free access to recreation is particularly important for an aging population, and the provision of barrier-free recreation will become an increasingly high priority as the population ages. Page 28 �Recreation With nearly a quarter of the Village's population under the age of 18, youth-oriented recreation opportunities will continue to be important both for current residents and as an Planning Process The recreatiort plan was developed with guidance from the Eastlake Village Planning Commission and Master Plan Committee, with assistance from the Northwest Michigan Council of amenity to draw new families to the Village. Governments (NWMCOG). In addition to age considerations, it's also important to ensure that activities and amenities Public Input in the community are within the financial Public input was obtained through Committee means of the majority of residents. Because input, a Village Master Plan Public Forum held per capita and median household income in the in March 2011, and a community survey that Village are lower than the County and the State was mailed to all Village addresses and proper- of Michigan, the need for free activities or low- ty owners in March 2011. er prices to accommodate families and those with moderate incomes may be important. Recreation Plan Comment Period Notices were posted relative to the availability Penny Park of the plan for review on November 25, 2011 Public input shows that Penny Park activities- and December 23, 2011. No comments were namely boating and fishing-are considered received during the plan comment period. important priorities, and the 2011 Master Plan survey showed that a majority (78%) of residents would support overall improvements to Public Hearing and Adoption the park. Support was even higher for specific Public hearings were held on January 11, 2012 improvements relative to boating and fishing, and February 8, 2012. The Planning Commis- with a significant majority of respondents .sion recommended adoption of the Recreation (91%) answering that development or enhance- Plan to the Village Council on January 11, 2012. ment of fishing access was somewhat or very The Village Council approved the plan on Feb- important. 86% felt that boating access im- ruary 8, 2012. provements or enhancements were important. In addition to support expressed in the survey, Page 29 �Eastlake Village Master Plan discussions at the March 2011 public forums recreation comments were centered on Penny Park improvements, as follows: Johnson Field 2011 survey results and forum comments indi- • Dredging canal to improve fishing access • Floating dock to enhance accessibility with only 16% of survey respondents stating • Linkages to the Village and other parks that they use the park. A low percentage of through a trail or stairway from Johnson survey Field to Penny Park they're satisfied with the park. At the public cate that Johnson Field usage is generally low, respondents (25%) indicated that forums, residents discussed low usage, con• Landscaping, maintenance, and general improvements to address issues and needs for lighting, waste, signage, and landscaping. • cerns over maintenance of the park, and an interest in improvements to the ball fields, dugouts, and lighting, to encourage greater usage by local softball and baseball teams, including Improvements to restrooms and showers, Little League. including universal accessibility features • Swimming access is not currently available on Manistee Lake, due to marsh areas Nature Walk and Trails along the shoreline. A number of beaches The Nature Walk lacks linkages to other trail that provide swimming access to Lake systems, which may contribute to relatively low Michigan are available in nearby Manistee. usage levels. Access to Penny Park is currently only available from an access drive located outside of the Village's primary residential area. A trail and stairway from Johnson Field to the lakefront and Penny Park were identified in the public forum as possible recreation improvements that would enhance access and usage for residents. Public discussions also included linkages to existing snowmobile and other trails within the National Forest, with parking availability. Connections such as these between Penny Park, Village neighborhoods, other Village parks, and surrounding trail systems could enhance use of the community's resources and attract visitors Page 30 �Recreation Timeframe Goal/ Action General Improvements 2012 Install security cameras 2012+ Provide accessibility features at all parks Provide for parking and landscaping improvements at all parks Penny Park Dredge canal 2012 Implement general park improvements to campsites, access, 2012 signage, and park facilities Develop a floating dock 2012+ Provide electric hookups for all campsites 2012+ Johnson Field Improve lighting at the ball fields 2012+ Provide for parking 2012 Develop a gazebo or picnic area 2012+ Nature Walk Provide for parking 2012 Pursue trail expansions and/or linkages with nearby trail sys- 2012+ terns Eastlake Playground 2012 Landscaping and seating improvements Other Develop a "snowmobile route" with posted signage from trail 2012+ throughout the Village Explore and consider implementation of a trail or walkway providing access to Penny Park/Manistee Lake shoreline from Village residential areas Page 31 2012+ �Eastlake Village Master Plan looking for mountain biking, snowmobiling, or other trail-based recreation opportunities. Community Events Discussion at public forums included comments about historical community events and declining participation. Festivals and other community events to celebrate local history could help build public pride and community engagement. Page 32 �Chapter 5: Land Use An understanding of existing land use patterns ment and redevelopment, and are based is required to ensure that any future develop- on the goals and objectives of the commu- ment or redevelopment is compatible with the nity, as identified in the planning process. Village's existing character, environmental fea- The future land use map is not intended to tures, community needs, and vision and goals. be parcel specific; future land use recom- The Master Plan addresses land use through mendations are intended be used as a long- analysis portrayed range (20+ years), general guide for devel- through several types of maps and descrip- opment patterns. Desired results are not tions: expected to occur in the near future. • and recommendations The existing land use map and descriptions identify the current, "on the ground," uses of properties within the Village, regardless of what is permitted by zoning or recommended by the Master Plan. • sions, this chapter includes descriptions of existing land use and neighborhood types found in the Village, as well as issues and opportuni- Zoning identifies the permitted land uses for development and redevelopment for ties that have been identified for each use. each geographic area in the Village. The Residential zoning map shows what is allowed to occur A sizable majority of Eastlake's developed land legally on a parcel-by-parcel basis, regard- • To provide a context for future land use deci- area consists of residential uses. The 2010 Cen- less of the current existing use for that par- sus reports that there are 266 housing units in cel. the Village, of which 231 units (87%) are occu- The future land use map and descriptions pied. identify the preferred patterns of develop- Eastlake Zoning Ordinance & Relation to the Master Plan The Master Plan and Zoning Ordinance are closely connected, and both have important impacts on 'land use and development. The Michigan Zoning Enabling Act {PA 110 of 2006) requires zoning to be based on ari adopted plan that is designed to promote the health, safety, and general welfare of ' all citizens. The master plan provides guidance for zoning decisions, including amendments to the text or the zoning map. As such, zoning is the method most commonly used to achieve master plan goals. However, it's important to recognize that the Master Plan is only a guide, and does not have the rule of law and cannot enforce where or how something is built. The Zoning Ordinance, on the other hand, is a legally enforceable law that regulates land and buildings, and establishes standards for development. ' Page 33 �Eastlake Village Master Plan Commercial Commercial land uses make up only a small percentage of the Village's land area. One commercial establishment, a restaurant, is located on M-55, a second is located within a residential neighborhood, and a third is located along the Manistee Lake shoreline. However, significant acreage is currently zoned for commercial development along M-55. Industrial According to the 2009 American Community There are currently no industrial uses within Survey, Eastlake's housing stock primarily con- the Village. However, significant acreage along sists of owner-occupied single family homes the shore of Manistee Lake has historically and mobile homes. been used for industry. This area, which currently has access to rail service and has been • Single Family Residential: The majority - 86% - of the Village's housing stock consists considered for new industrial development, is zoned for industry. of single-family detached homes. • Mobile Homes: A mobile home park, the The Village of Eastlake also owns 10 acres in Village's newest housing development, is the Manistee Industrial Park Renaissance Zone. located on the south end of the Village. According to the American Community Survey, about 7.8% of the Village's housing stock consists of mobile homes. • Multi-Family Residential: Community Facilities and Services About 5% of Community facilities and services play an im- housing units are 2 or more units. portant role in the Village's vitality, and serve health, recreational, and government needs of Over half of the Village's housing stock was the Village. The quality of these services and built before 1960, and about a third was built facilities is linked inextricably with the Village's prior to 1940. quality of life. These uses are closely aligned Page 34 �Land Use . Eastlake Housing Stock Occupied and Vacant Housing Units # Occupied Housing Units Vacant Housing Units For rent 231 86.8% 35 13.2% 16 45.7% Rented, not occupied 0 For sale only Sold, not occupied For seasonal, recreational, or occa- 5 14.3% 1 2.9% sional use 6 17.1% All other vacants 7 20% Source: 2009 American Community Survey Year Structure Built Source: 2009 American Community Survey 1990to 1999 earlier 31% --1% 1980-1989 4% 1970to 1979 8% 6% 9% Page 35 �Eastlake Village Master Plan with residential areas, and are often considered Eastlake has no central water or sewer system. to be part of the neighborhood. There are sev- Homes and other structures are serviced by eral public facilities in the Village, including private wells and septic systems. parks, Village offices and service areas, the Little River Band Natural Resources building, and the Eastlake Post Office. Other critical ser- Other Facilities and Services vices and facilities that meet community Many essential services are available nearby in health, educational, and other needs are locat- Manistee City and Township: ed nearby in the City of Manistee and Manistee Township. • Medical Facilities: The West Shore Medical Center, a 25-bed nonprofit, acute care criti- Village Hall cal access hospital that provides emergen- The Village Hall, an historic structure located in cy, diagnostic, treatment, and rehabilita- the center of the Village, serves as community tion services, is located on Parkdale Avenue meeting and event space, and houses adminis- in Manistee Township, about 4 miles out- trative offices. The hall was built in the late side the Village of Eastlake. nineteenth century. • Schools: Eastlake is located in the Manistee Area Public School District. • Village Services Libraries: Manistee County operates several libraries, in Arcadia, Bear Lake, Kaleva, The Village Fire Department is a volunteer fire Manistee, Onekama, and Wellston. department. The department, formed in 1881, is one of the oldest in the state. A Village- owned storage building houses fire equipment. Transportation Highways and Streets Other Village-owned property include the leaf dump/compost site, four parks, and open land. M-55, an east-west state highway, bisects the About 80 acres of Village-owned property are northeast quarter of the Village. located near the southern Village boundary. Parks are addressed in detail in Chapter 4, Recreation. The Village maintains 8.47 miles of streets, including 2.55 miles of major streets and 5.92 miles of local streets. Utilities Page 36 �Land Use All-terrain vehicles and off-road vehicles, in- is located on Village-owned property in the cluding snowmobiles, are permitted in the Vil- south of the Village. lage street rights-of-way. Transit Air and Rail The Village's public transit needs are served by Regional air service is available nearby at the Manistee-Blacker Airport, located three miles northeast of the City of Manistee. A new terminal built in 20007, along with new security fencing and instrument landing system, have enhanced the services of the airport. the Manistee Transportation Authority, a private nonprofit corporation. Established in 1975, it receives funding from state and federal sources along with county tax revenues from a dedicated transportation millage that supports public transportation services. MCT provides dial-a-ride service within a service area of Rail lines are located in the Village of Eastlake along the shore of Manistee Lake. Freight is about 544 square miles; in 2010, over 109,000 passengers were served by MCT. the primary usage of the rail system, which currently provides services to Manistee industries. Public transit is most frequently used by four groups: those with low incomes, seniors, individuals with disabilities, and households with Non-Motorized Transportation limited access to vehicles. About 40% of MCT's Some residential streets are served by side- total ridership is comprised of seniors and per- walks. The Nature Walk, a non-motorized trail, sons with disabilities. Page 37 �Eastlake Village Master Plan and population ages, it's important to provide a Issues and Opportunities variety of housing types and sizes to accommo- Residential Character & Development date the needs of smaller households and an Public input expressed a strong desire to maintain and enhance the primarily residential character of the Village, with survey results and public discussions both stressing an interest and priority in preserving the existing mix of land uses. 92% of respondents to the community survey indicated support for maintaining the aging population. Currently, the majority of housing stock for sale consists of mobile homes. Additional housing options and land available for residential use will be an important consideration. New Commercial Development primarily residential character of the Village. As Public input throughout the planning process included discussions about opportunities for might be expected from these responses, there new commercial development. Survey respons- was also strong support for new single family es showed low levels of support for general commercial development; but when more spe- home development. cific questions were asked relative to neighborhood commercial development- i.e. small re- Household Characteristics and Housing Demand tail, services, or offices-support increased to 59%. Just over half of respondents supported Trends toward shrinking household sizes mean that more housing units will be needed simply the idea of additional highway commercial such as gas stations and retail. In public forums, dis- to maintain existing population levels. Changes cussions expressed an interest in small scale in demographics will also result in changes in housing demand. As household size declines commercial uses that could meet residents' basic shopping needs, such as a small grocery 1 Best-Pr~c;tice: Planned Unit Devel9pments . ' A planned unit development (PtJD) is a zorting techoiqu~ that acts a~ a type of overlay or supplement to existing zoning. PUDs allow some flexibility in terms of use, density, and site layout, but also include a special review process, in which the site plan is reviewed in the context of adopted community goals or standards that are included jn the PUD ordinance. This technique is often used . in creatihg iarge-scale, mixed-use developments, as they provide a certain level of flexibilfty that is .balanced with community involvement and accountability. The tei:rh "PUD" is often used interchangeably t9 ,. . zoning regu1ation. . mean both the development itself, as well as the. . ' Page38 �Land Use store or convenience store. Responses and discussions generally appear to support the idea of some small scale commercial development, but only if it allows the Village to retain its residential character. New industrial development The 2011 Master Plan survey showed very low levels of support for industrial development, particularly relative to heavy industry (about 8% positive responses). However, there were more positive responses for light industrial activities like high-tech electronics and computer -related manufacturing, with about 51% indicating they would support this type of development. ing units of government, including Manistee County, Manistee Township, and Little River Band on some initiatives. Several comments in the surveys and public forums addressed the potential for partnership with other communities on some issues. Village hall Due to its age, the Village Hall needs some rehabilitation. An energy efficiency audits was completed in 2011, and indicated needs for new lighting and improvements to building envelope, systems (including heating), and controls, in order to improve efficiency and reduce energy consumption and costs. Some structural improvements may also be necessary. Partnerships The Village of Eastlake has successfully implemented partnerships in the past for community services such as maintenance and beautification efforts. There has been discussion on exploring opportunities to partner with neighbor- Page 39 �Village of Eastlake Zoning Pine Creek Legend ""'-.,Roads (ii East Lake Village £3, Lakes ""-- Rivers Zoning ~ Commercial Agriculture ~ Industrial ~ Public Purpose 15th ..; ~ Residential 16th (=:) Residential 2 The information included in this map was provided by the Village of Eastlake in 2011, and may not reflect the most current conditions. Please contact the Vil- Single Family Discretionary lage for the official Eastlake Village Zoning Map. Created: June 2011 Page40 �Village of Eastlake: Existing Land Use Pine Creek Legend ,.,.__ Rivers ~ Roads Lakes Existing Land Use . . eommercial orestfOpenSpace ubliC Page41 �Page 42 �DRAFT 9-13-11 Chapter 6: Goals, Objectives, & Action Statements The goals, objectives, and action strategies in this chapter are intended to guide future devel- Land Use opment, policy initiatives, and other activities Goal: in a manner that reflects the community's val- and design that meet the needs of existing ues and priorities. These goals were developed and future land uses, while maintaining and using public input, previously adopted plans enhancing Eastlake's sense of place. and studies, and analysis of current conditions, Encourage balanced land use patterns Objective as discussed in previous plan chapters. Improve the quality of existing housing stock. • Provide consistent enforcement of Village ordinances. In order to appropriate! b~ing made towards the community's vision-it's important to undetsta ' - , ~ ~ 1'~ their relatiao~hip to ~~ch other. Goals descri tion o t e e provide g_eneral direction and se • issues .and spe~ific ne ibjectives t ar4;! broad in s are a ~eans of ~diieving·goals, !3n~ are attainable. Gtion Strategies fih the 51>ecifits nece;a 'igbt be qs~d to a.ceomplis,h multiple_objectives; or ie_s, /\ctio~ strategi ·· ' implementation tool Page43 · -· �Eastlake Village Master Plan • Work with community partners to provide with minimal noise, lighting, emissions, or and promote housing rehabilitation pro- environmental impacts to adjacent uses. grams and incentives. • • • Allow for some low-impact commercial Continue and enhance enforcement of ex- type uses such as home occupations, cot- isting nuisance and land use regulations. tage industries, or office space in nonconforming buildings, provided impacts to neighboring residential properties are minimal. Review staffing and administration to ensure regular enforcement of existing regulations. Objective Provide for a range of housing types, sizes, Transportation and prices. Goal: • Continue to provide for a range of housing transportation system. densities throughout the Village. Objective Encourage high-quality housing infill devel- Provide a balanced, high-quality, multi-modal opment in existing residential areas. transportation network that provides safety and efficiency for all users. • • Consider zoning changes to allow for a range of housing sizes or types that are Provide a safe, efficient, and balanced Action Strategies consistent with existing residential • neighborhoods and character. system to provide for traffic flow that is Objective safe and efficient for all users, including Provide for a range of uses to support the service, shopping, employment, and recreation vehicle/truck traffic, pedestrians, bicyclists, and others. needs of residents and visitors. • Action Strategies • shoulders on street pavement for bicycles. Regularly review, and if necessary, update, • • Explore the creation of nonmotorized linkages to nearby trail systems, parks, and to ensure ... neighboring communities. Provide for commercial uses that meet the basic needs of residents and visitors, with Create separate bike/walking paths, where needed and feasible. Consider safe, wide Village zoning and other land use policies • Maintain and improve the existing road • Develop private road standards to accom- minimal impacts to residential neighbor- modate small-scale developments. Stan- hoods. dards should address road width, design specifications, surfacing types, and mainte- Provide for well-designed industrial uses Page 44 �Goals, Objectives, and Action Statements : Village'Charact:er av~ trees on Bullfrog - eed a g~ea\~r sen.se of Rlc!c egative image , etter upkeep -=-_maintain or i s tG celebrat~ "Mai'ntain residential character -prov_efi~hi~g ·Keep :f be V.illage 'the,s~·me as it efficiency, acilities ,:·services • _ ~~ndscaping/pla_ n ting with native plan Beautification -flowers, trees, etc fiotentiaJ for sale or development of owned land. _ separ,ate fr om Manist - Use prison or jail workers for com"!u br-ate hetJtage -Market and advertise assets " Provide improvements to Village his!ori c character Keep walkable, safe and quiet • Preserve Bullfrog Alley _Organize more comrnunity events - community yard sales, picnics, art fairs, softball; "8tc. · Management of government employees · Restore sense of community ome a charter city • Attract' more young families • Need more jo'bs tC? attract new residents ntial partilership opporturait-ies wi • ,Make safer routes to bus stops Fire department upgr;de - own building · Vision:.Recreation & Natural Resources · Renewable}alternative energy sources for local su.stainability OP,en up y,,ater way ta Penny Park -· #I' Build stairway from ball field to Penny Park. • Basic-recreation improvements Vision: Land Use Upgrades at Johnson Field - lighting, dugouts, parking • • flshi,ng dock-floating docks? •• Condos Restaurant' _ 0 • • Dredging_ -Fishinglpknic/water access · rails ,,,_ L-i~ht industry- home business, live/work Mini-mart on M-55 t: Kee.p the buffer between the industria·1park and the Village k impr6vements -: Ian $Cap111g, re , imming opporfuoities,. increased infraure i.eAfa~dica-p a · ·· ' Stnall-scaJe comme'ricial uses ming area possibilit Resjdentiai'and com'Cmercial growth couldincrease:revenue ~ Botential for nea - - mercial dev.e Keep residential ~tmosphere with DNR de snowmobile/ORV _ . ot and trail int reet. Regulate Small light quiet. commerce/industry , II grocery, gas station, bait st9re,.· . ~ ta.national Page45 . �Eastlake Village Master Plan nance agreements, at a minimum. • • opportunities in civic spaces. Support the region's public transportation system. Encourage and support arts and cultural Objective Preserve Eastlake's historic and unique char- Quality of Life & Sense of Action Strat egies Place Goal: acter • necessary. life and small-town character of the Village of Eastlake. Objective Maintain willow tree "tunnel of trees" along Bullfrog Highway, replanting when Maintain and enhance the quality of • Celebrate heritage with community events. • Encourage and support historic preserva- Encourage citizen engagement in local govern- tion programs and efforts at the Village Hall ment and community events. and in Village neighborhoods. Action Strategies • Promote and encourage the use of parks Natural Resources and civic space for community events and festivals. Goal: Protect and promote Eastlake's natu- ral features Objective Preserve and enhance natural areas such as wetlands, floodplains, and woodland areas Action Strategies • Support and participate in the development of a Manistee Lake plan that addresses water quality and other environmental issues within the lake and along the shoreline • Work with DNR and other stakeholders to pursue habitat restoration in bayou area of Manistee Lake • Page46 Work with Little River Band on shoreline �Goals, Objectives, and Action Statements redevelopment . • provements at all parks Continue to work with Manistee Lake stakeholders toward water quality im- • Dredge Penny Park canal • Implement general Penny Park improve- provement measures. ments to campsites, access, signage, and park facilities • Develop a floating dock at Penny Park • Provide electric hookups for all campsites nities for all ages and abilities, that meet the • Improve Johnson Field lighting community's existing and future needs . • Provide for Johnson Field parking Objective • Recreation Goal: Provide a variety of recreation opportu- Develop a gazebo or picnic area at Nature Walk Maintain and improve existing parks. • Action Strategies Provide for parking at the Nature Walk • Install security cameras Objective • Provide accessibility features at all parks Consider trail linkages and expansions to en- • Provide for parking and landscaping im- hance access to additional recreation and transportation options Page47 �Eastlake Village Master Plan Action Strategies • • • Community Facilities & Pursue trail expansions and/or linkages with nearby trail systems Services Develop a "snowmobile route" with posted Goal: Provide cost-effective, responsive, effi- signage from Nature Walk trail throughout cient services and facilities that adequately the Village meet the community's existing and future Explore and consider implementation of a trail or walkway providing access to Penny Park/Manistee Lake shoreline from Village residential areas needs. Objective Maintain and improve existing community buildings, facilities, and services. Objective Action Strategies Provide cost-effective, responsive, efficient recreation services and facilities Action Strategies • Improve public building facades. • Update Village hall interior and implement energy audit recommendations and necessary structural improvements. • Appoint a 5- to 7-member recreation com- • web presence. mittee to oversee park improvements and activities and make recommendations on Develop and promote an effective Village Objective park activities and budgets to the Village Provide cost-efficient, effective Village ser- Council. vices. • Maintain an updated 5-year recreation plan. Action Strategies • Implement energy efficiency features in community buildings and facilities. • Work with other community organizations to address improvement or expansion needs. • Pursue grant funding and donations for projects when applicable and available. Page48 �Goals, Objectives, and Action Statements on areas of mutual concern. Partnerships, Cooperation, & • Civic Engagement Goal: Partner with nonprofits and community groups on fundraising and implementation activities. Work closely and collaboratively with neighboring communities, stakeholder groups, • Coordinate with service groups, nonprofits, and the public to implement shared goals and schools, and other community partners to objectives. encourage civic engagement and volun- Objective teerism in the implementation of community goals. Pursue partnerships that provide greater costeffectiveness and efficiencies Action Strategies • Continue the Village's working relationship with neighboring jurisdictions to coordinate planning and other Village activities. • Engage in regular communications with neighboring communities and stakeholders Page49 �Chapter 7: Future Land Use & Zoning Plan The Future Land Use Map and district descrip- long range guide that describes the intended tions translate the Plan's goals, objectives, and character of the Village's neighborhoods and action statements into future land use policy. districts, and portrays a general land use ar- Future land use district boundaries and recom- rangement. mendations are based on existing land use, environmental conditions, social and economic characteristics, and community goals and ob- The map and descriptions included in this chap- jectives. ter are intended to ensure that existing land uses can continue while allowing for wellplanned growth and investment that protects The map and district descriptions identify de- and enhances local assets. As such, the Future sired future land use development patterns Land Use Map and district descriptions will and approximate locations for each district. serve as a guide for the Village, residents, prop- The map is not intended to be parcel-specific erty owners, developers, and other stake- and as such does not reflect the precise holders when considering new policies, current boundaries or dimensions of future develop- issues, land use and zoning decisions, public ment. Rather, the Future Land Use Map is a improvements, and community investments. Page 50 �Future Land Use & Zoning Plan Future Land Use Designations & schools, daycares, etc), and do not detract from the residential character of the neighborhood. Zoning Plan Any non-residential uses must limit impacts such as traffic volumes, lighting, and signage. Residential 1 Existing Conditions The Residential 1 category includes a range of Residential 2 medium- to high-density single family residen- Existing Conditions tial areas, most of which is located in or near the central core of the Village. Most homes are of traditional nineteenth-century design or single-level mid-20th-century homes. Some nonresidential uses, including small-scale business, parks, and governmental uses, currently exist in this district. The Residential 2 district includes existing single family homes and some undeveloped property to the south of the Village core. Existing development consists of medium-density manufactured homes in Eastlake Estates, a small subdivision. Future Land Use Intent Future Land Use Intent The intent of the Residential 1 district is to preserve the single-family residential character of existing neighborhoods while offering a range of housing types, prices, and sizes. New singlefamily residential development should be com- The intent of this district is to support the continued development of the planned residential subdivision and allow for additional singlefamily home development in a variety of sizes and densities. with historic development patterns, New development should be consistent with and should be well-connected to adjacent the design and architectural styles of existing neighborhoods, commercial districts, and ser- Village residential areas, and should be con- vices via sidewalks, trailways, and streets. nected to adjacent neighborhoods via streets, patible trailways, or sidewalks. This Plan recognizes that some non-residential uses in this district provide important services, Rural Residential employment, and recreation opportunities to Existing Conditions residents. Accessory uses, home occupations, two-family dwellings, public or community The Rural Residential district includes much of uses, and small scale services may be appropri- the Village's undeveloped areas, as well as ate if the use supports the needs and functions some existing low- to medium-density single of the neighborhood (i.e. parks, churches, family homes. Existing homes in this district are Page 51 �Eastlake Village Master Plan of a variety of architectural styles, and many commodate existing uses and residential devel- are on larger lots that are somewhat separated opment, while providing additional opportuni- from the Village core. Homes and lots have a ties for small-scale retail, office, or service uses. more rural or forested character than residen- Uses that serve basic shopping or service needs tial lots within or near the Village core. for residents and visitors are encouraged. Future Land Use Intent New development should include considera- The intent of this district is to allow for some additional residential development in a more rural setting, in a variety of sizes and densities. Development should be consistent with the rural and forested character of the area. Development should provide for both vehicular and non-motorized transportation connections with other parts of the community. Private roads or other infrastructure may be necessary to serve tion of best practices for site design in order to encourage safe and efficient traffic flow. Parking areas should be designed to minimize impervious surfaces and the amount of roadway frontage devoted to parking. Parking lots should be screened and/or located to the side or rear of buildings, and requirements relative to the amount of parking should be flexible. Lighting should be designed so as not to encroach upon neighboring properties. New de- some areas of the Village. velopment should be well-connected to other parts of the Village through streets, sidewalks, Best practices for site design, including open or trailways. space conservation, non-motorized connections or trailways, and environmentally sensitive development patterns, should be considered. Shoreline Existing Conditions As one of the Village's most important assets, and in consideration of existing environmental Commercial conditions, the Manistee Lake shoreline has Existing Conditions been designated a special land use category. The Commercial district includes one existing The Shoreline district includes a mix of uses commercial use and surrounding acreage along along the shoreline, including Penny Park, the M-55. Little River Band Natural Resources administration building, and a boat storage/warehouse building, along with rail, road, and water trans- Future Land Use Intent portation access. Significant amounts of wet- The intent of the Commercial district is to ac- lands and steep slopes create environmentally Page 52 �Future Land Use & Zoning Plan sensitive conditions that may impact development, and some portions of the district have been identified as brownfield sites. Public/Recreation Existing Conditions The Public/Recreation district includes proper- Future Land Use Intent ties that are permanently protected due to The intent of the Shoreline district is to allow status as environmentally sensitive areas, rec- for continued use of the waterfront while pre- reational uses, or government-owned proper- serving and enhancing the Village's natural re- ties, including Village-owned parks, wetlands, sources and sensitive natural features. Devel- and the former Village dump. opment may be permitted in this district, but because of existing conditions, may be subject to additional state and federal regulations per- Future Land Use Intent taining to sensitive natural features or brown- The intent of the Public/Recreation district is to field conditions. allow for preservation of the Village's natural areas and to accommodate and enhance rec- Uses that protect and enhance the Village's reation opportunities and community facilities. natural resources and recreational activities, such as natural areas, trailways, and parks, are Uses that protect and enhance the Village's encouraged. Some residential, commercial, or natural resources and recreational activities, light industrial development may be appropri- such as natural areas, trailways, and parks, are ate, provided that the area's natural resources encouraged. Any recreation-related develop- are protected. Any new development should ment should consider best practices that limit consider best practices that limit negative im- negative impacts to the natural environment, pacts to the natural environment, such as natu- such as natural landscaping, shielded lighting, ral landscaping, shielded lighting, use of native use of native vegetation, and low impact or vegetation, and low impact or environmentally environmentally sensitive development tech- sensitive development techniques. Any indus- niques. trial or commercial development should be low -intensity, with low emissions, noise levels, and limited impacts to adjacent uses or natural resources. New development should be compatible with surrounding neighborhoods and wellconnected to other parts of the Village through streets, sidewalks, or tra ilways. Page 53 �Eastlake Village Master Plan Draft Future Land Use Map ""-" State Trunklines ~ Other Roads ~ Railroad l akes & Ponds ,.rv-• - Rivers & Creeks Fu1ure Land Use ( \ . . Corrmercial . . PubficJRecreati onal Residential Residential 2 . . Rural Residential . . Shoreline Page 54 �Chapter 8: Plan Implementation an appropriate mix of uses is permitted. Zoning Plan Zoning has traditionally been the primary • Special or conditional use provisions, to means of implementation for most master allow for higher-intensity uses, such as in- plans. Further, the Michigan Planning Enabling dustry, while ensuring that impacts to sur- Act (PA 33 of 2008) requires the Master Plan to rounding neighborhoods are minimal. include a zoning plan, showing how land use categories on the future land use map relate to • Site plan review language insures that development is in compliance with the zoning the zoning map. The Future Land Use Map and ordinance and other requirements, and district descriptions act as the Village of East- provides a review mechanism that ensure lake Zoning Plan. The proposed land uses illus- that new development is well-designed trated on the future land use plan map are a guide and not intended to indicate the precise with minimal negative impacts to sur- boundary between uses. These uses could vary rounding neighborhoods. depending on how a specific proposal relates • Lighting standards can limit impacts of to existing uses, environmental conditions, and lighting to adjacent properties while pro- to the plan. viding energy savings and reducing sky glow (light pollution). Many goals and objectives in the Master Plan • Private street or road standards regulate can be addressed through administration and private road design, with engineering speci- implementation of, or changes to, the Village fications and guidance for continued main- Zoning Ordinance. Because the Village has not tenance. Private roads can provide access completed a comprehensive update of the zon- to larger undeveloped properties, thereby ing ordinance in some time, it may be neces- offering additional development opportuni- sary in many cases to amend the zoning ordi- ties nance or map in order to accommodate the desired intent of the future land use map. The • Access management is a best practice that guides the placement of driveways and Village should thoroughly review and update traffic circulation, in order to ensure safe existing zoning regulations in order to ensure and efficient traffic flow. that they are consistent with the adopted Master Plan. In particular, some zoning policies • signed to allow for flexibility in parking in the Village may wish to review, update, or de- order to reduce impervious surfaces. velop include: • Parking standards should be carefully de- Zoning district classifications, boundaries, • and uses, should be updated to ensure that Planned unit development regulations allow options and flexibility for large or mixed-use developments, while accom- Page 55 �Eastlake Village Master Plan plishing a number of community goals or dresses expenditures for facilities, mainte- objectives. nance, staffing, and other administrative functions. Rezoning and Conditional Rezoning In many cases, current zoning allows for the use of properties in a way that is consistent with the intent of the Future Land Use Map. However, in some cases, rezonings may be needed to allow for the intended uses or development types of the Future Land Use Map. To aid in the budgeting process, the Village should consider a capital improvements plan {CIP) that provides a blueprint for capital expenditures such as roads, utility improvements, parks, and heavy equipment. The CIP would help maximize tax revenues, encourage efficient administration, and aid in grant applications. Conditional zoning is a technique permitted in Michigan which allows a property owner to voluntarily attach conditions to a rezoning re- Leadership and Public Input quest. These conditions restrict the develop- The Master Plan is implemented in part by de- ment of the property to that scenario proposed cisions that are made by Village leadership on by the applicant, and must be offered by the issues including zoning, budgets, policy, and applicant-not imposed by the local govern- capital improvements. Village leadership in- ment. This technique may be useful in circum- cludes the Village Council, Planning Commis- stances where possible impacts to adjacent sion, Zoning Board of Appeals, and appointed uses are a concern. staff. Each group plays a different role in the implementation of the Master Plan. Village Council Capital Improvements, Grants, & The Village Council is elected every four years Spending to represent the community. Responsibilities While many Village planning goals will be implemented through zoning or other policies, include: • Appointing the Planning Commission expenditures. Because some expenses or im- • Adopting plans and ordinances provements may be eligible for grant funding, • Setting tax rates • Authorizing expenditures and borrowing spending needs will be addressed in the Village • Hiring administrative staff budget, which is adopted annually and ad- • Providing oversight of public facilities some projects or objectives will require local the Village should pursue grant opportunities as appropriate. Other, non-grant funded Page 56 �Plan Implementation • Actively enforce the zoning ordinance and • ing regulations related Village Ordinance • Acting on requests for variances from zon- Other duties as necessary. • Acting on requests for interpretation of zoning regulations Village Planning Commission The Village Planning Commission is appointed by the Village Council and is charged with: • Development of plans and zoning ordionances Zoning Administrator The Zoning Administrator is a staff or volunteer position appointed by the Village Council. Re- • Administration of the Zoning Ordinance • Advising the Village Council on proposed rezonings or zoning ordinance changes sponsibilities include: • Review and investigate applications to ensure compliance with zoning ordinance • Review of development proposals • Regular review (at least once every 5 years), and, if necessary, update of the Village Master Plan • Issue zoning permits, when appropriate • Investigate alleged zoning violations • Conduct site plan reviews and prepare staff reports on zoning applications Zoning Board of Appeals The Zoning Board of Appeals is appointed by Elected and appointed leadership, as well as the Village Council and is responsible for: any paid or volunteer staff, should attend regu- • Hears appeals on zoning decisions lar training sessions on planning and zoning Page 57 �Eastlake Village Master Plan While many of the plan's objectives may be addressed through Village policies, ordinances, or other regulations, many of the goals and objectives will require strong partnerships with community stakeholders. The plan recommends pursuing partnerships with local service clubs, schools, nonprofits, regional agencies, and other levels of government. Partnerships broaden the scope of available grant dollars and other revenue, encourage citizen engagement in community activities, and enhance staff capacities and efficiencies. Possible partners may include: • Manistee County • Little River Band of Ottawa Indians • Manistee Township, City of Manistee, and other neighboring units of government • Local service groups • Student groups • Alliance for Economic Success • Northwest Michigan Council of Govern- fundamentals, best practices, and emerging and innovative approaches to community development. To ensure that the Village is responsive to community and development needs while protecting the public health, safety, and welfare, the Village Council, Planning Commission, and staff should engage in regular, open communication with the community. Regular focus groups, public discussions, or other forum type ments • Michigan Department of Natural Resources • Michigan State Housing Development Authority • Michigan Department of Transportation • Michigan Economic Development Corpora- opportunities should be considered as a means to continuously obtain input and feedback. Partnerships and Citizen Engagement tion Partnerships with some of these organizations Page 58 �Plan Implementation may provide volunteer capital to implement The Recreation Plan, which is included in this some small-scale community projects. Volun- Master Plan, should be reviewed and updated teer activities will be critical to building citizen every five years, to ensure that goals are rele- engagement and community pride. vant and objectives are being addressed. Joint planning with neighboring units of government may also offer some important opportunities for efficiency in planning and administration. Joint planning activities could include shared master plans or recreation plans, shared planning or zoning staff, or planning for issues of intergovernmental concern, such as water quality or watershed plans. Plan Updates The Michigan Planning Enabling Act requires that all plans be reviewed, and updated if necessary, every 5 years. While comprehensive updates may not occur as often as every 5 years, regular review of the plan and its objectives will be important to ensure that the plan and related ordinances are effective, whether the goals and objectives are being addressed, whether the plan's policies are still relevant and appropriate, and which objectives remain to be addressed. During the plan review, several objectives should be identified and prioritized as an implementation schedule, in order to help focus the Planning Commission's activity throughout the year. Page 59 �Eastlake Village Master Plan Public Input: Executive Summary In 2011, the Village of Eastlake began efforts to develop a Village Master Plan and Recreation Plan. The purpose of the Village Master Plan is to provide guidance for land use, zoning decisions, and other community policy; while the Recreation Plan is intended to provide a five-year action plan for recreation improvements and enhancements. As part of this effort, the Eastlake Village Master Plan Committee has worked to obtain public input as a foundation for the plans. Two public forums were held on March 3, 2011, with participation from about 30 residents total. In addition, a survey was mailed to all addresses within the Village and to out-of-town property owners in February 2011. Following is a summary of consistent themes that emerged from community discussions and survey results. Village Character and Quality of Life Comments at the March 3 forum reflect the desire to maintain Eastlake's small town atmosphere and sense of community, which are highly valued by Village residents. However, there was some discussion regarding a decline in attendance or participation in community or social events. Participants also discussed concerns relative to junk or blight, and how these issues contribute to a negative image. These sentiments were reflected in the Village survey, which indicated that relatively low numbers of respondents feel that the social environment (25%) and overall Village appearance (38%) are "good" or "excellent. 92% of respondents would like the Village to remain primarily residential. Survey results also stressed the interest on the part of respondents regarding enforcement of junk or nuisance ordinances, with only 18% indicating that they are satisfied with current enforcement activities, and 77% answering that these activities are somewhat or very important. 86% would support enforcement initiatives in the future. This issue was also addressed in several written comments in the survey Recreation & Natural Resources Recreation and natural resources were identified as important community assets at the forum. Recreation discussions at the forum focused on potential improvements to Penny Park, which attracts the most usage of the three Village parks. Improvements to Penny Park - including restroom improvements, dredging of the canal, and accessibility improvements for boating and fishing - attracted more support than other identified recreation improvements. Other recreation discussion and comments included trail linkages to public forest land; providing for pedestrian accessibility to Penny Park, such as the development of a stairway to the water; and improvements or enhancements to Johnson Field. Community Facilities and Services Surveys addressed current levels of satisfaction and importance levels for Village facilities and services. Maintenance activities - particularly winter maintenance - were identified as the most important, and several comments in the surveys addressed this issue, along with the potential for partnership with other communities on some issues. Discussion at the forum included comments such as addressing access to the leaf dump, partnership opportunities, improvements to the Village hall, fire department building upgrade, and addressing maintenance costs. Apart from historic preservation efforts (i.e. Village Hall), support in the survey for these items appeared to be split, with support for these initiatives at around 50% and significant amounts of neutral responses. These issues appear to be areas that will require careful consideration and discussion in the future. Land Use Responses regarding satisfaction with the community's current mix of land uses were nearly evenly divided between negative, positive, and neutral, but most participants in both the survey (92%) and at the March 3 forum would like to see the Village retain its primarily residential character. However, there is an interest in some small scale commercial. There was discussion and interest at the forum regarding a "neighborhood store" that would serve residents' basic shopping needs. While general survey results don't show substantial support (38%) for general commercial development, that support grows to 59% when specific commercial uses are identified - i.e. neighborhood commercial (small retail, services, offices). Similar results are apparent when respondents are asked about highway commercial (gas stations, retail, dining, etc), which had 54% support in the survey. This holds true for light industrial as well, which had 51% support when specifically identified, compared to very low levels of support for general industrial development. Based on input, it seems that there is interest in commercial or industrial development but at a small scale that serves residents needs. 1 �March 3 Eastlake Village Master Plan Public Forum Public Input Summary Two Eastlake Village Master Plan Public Forums were held on March 3 at the Village Hall; about 30 people participated (total). After presentations on Village planning history, demographics, and plan basics, participants worked in small groups to discuss the following questions: • • What are the Village's most important qualities and assets? What are strengths and weaknesses? Why? What are your hopes and priorities for the future of the Village? What's your vision? Some themes were apparent, based on wrap-up discussions at the forum and on notes from facilitators. The Village's high quality of life and quiet, friendly, safe, small town atmosphere; and parks, open spaces, and recreation emerged as the most important Village assets. Natural resources, including lake frontage, proximity to the Manistee River, and national forest were also cited frequently as Village assets, particularly in relationship to recreation opportunities. Concerns focused on the local economy and Village aesthetics, along with some issues relative to usage or amenities at Village parks. "Main ideas" or themes relative to community vision were as follows,: • • • Maintain the Village's residential character and small town feel, while improving or enhancing the sense of community Maintain and improve the Village parks and recreation opportunities Allow for/encourage some small-scale, low-impact commercial uses that meet needs of residents and visitors Focal points from the discussion included the Village character or image and quality of life; recreation and natural resources; community facilities and services; and land use. Following are summaries of assets, challenges and visions for each of these focus areas. Village Character and Quality of Life Assets: The residential character and quiet, friendly, safe, small town atmosphere were seen as the Village's biggest asset. There was discussion regarding the family friendly environment and sense of community and safety - i.e. knowing your neighbors and neighbors looking out for each other. The Village's historic character and Bullfrog Alley, proximity to Manistee (city assets without city), walkability, and affordable living opportunities were also considered important attributes. Challenges: Junk and maintenance issues create a negative image. There is a lack of services or basic businesses for residents - i.e. bank, grocery, gas station - and for visitors, primarily lodging. Community events that have been held in the past have been "losr - there is a lack of participation and momentum to organize events, and an overall lack of engagement from residents in Village activities. There was some discussion regarding lack of enforcement on some Village issues, such as traffic speeds on Village streets. Vision: • • • • • • • • • • • Save trees on Bullfrog or replace if necessary. Need a greater sense of place to counteract negative image Better upkeep - maintain or improve image Maintain residential character Keep the Village the same as it is but with better efficiency Landscaping/planting with native plants Beautification - flowers, trees, etc Keep separate from Manistee Celebrate heritage Market and advertise assets Keep walkable, safe and quiet 1 �• • • • Organize more community events - community yard sales, picnics, art fairs, softball, etc. Restore sense of community Attract more young families Need more jobs to attract new residents Recreation & Natural Resources Assets. Penny Park campground and fishing access are important to the community. Thousands of acres of national forest and the world class Manistee River are nearby. Challenges: There is a lack of swimming opportunities or access for pedestrians to the water. Johnson Field is not well maintained. The Village is not connected via trails to the surrounding forest. Sand deposits from Manistee River and impacts to water flow in the lake from the Milwaukee boat affect fishing opportunities. Vision: • • • • • • • • • • • • • • • • • • • Open up water way to Penny Park Build stairway from ball field to Penny Park. Basic recreation improvements Upgrades at Johnson Field - lighting, dugouts, parking Fishing dock - floating docks? Dredging Fishing/picnic/water access Maintain trails Penny Park improvements - landscaping, dredging, swimming opportunities, increased infrastructure i.e. handicap accessibility and showers. Swimming area possibilities Work with DNR Provide snowmobile/ORV trail for access to natural areas. Parking lot and trail into state land on 6th street and N street. Regulate snowmobile use. Provide trail linkages to national forest Maximize Manistee Lake and River connectiosn to the Village Improve land and water quality Better park maintenance Focus on parks/roads/playgrounds Festivals or events to celebrate heritage/history Dredging could improve fishing access Community Facilities and Services Assets: Village leadership is invested in the community as residents. Not a lot of rules/regulations provides for flexibility. Quality fire department/EMT. Village owns 80 acres of undeveloped land. Challenges Low revenues create difficulties meeting needs. Ordinance enforcement, maintenance costs, and employee management were cited as concerns, as were natural gas/infrastructure expenses for residents. Vision: • • • • • • • • • • • Potential for sale or development of Village-owned land. Use prison or jail workers for community service Provide improvements to Village hall - preserve historic character Preserve Bullfrog Alley Address access to leaf dump. Management of government employees Become a charter city Potential partnership opportunities with tribe Make safer routes to bus stops Fire department upgrade - own building Renewable/alternative energy sources for local sustainability 2 �Land Use Assets. The Village's primarily residential character is seen as an asset. Large lots allows for space between homes and privacy. · Challenges. No commercial uses means that residents have to drive to Manistee for basic needs. Mobile home park may impact new residential development. Vision: • • • • • • • • • • • • • Condos Restaurant Light industry - home business, live/work Mini-mart on M-55 Keep the buffer between the industrial park and the Village Small-scale commercial uses Potential for nearby commercial development Keep residential atmosphere Residential and commercial growth could increase revenue Small light quiet commerce/industry Small grocery, gas station, bait store, mom and pop store - something both residents and visitors could use More housing Opportunities for vacant land - housing developments? 3 �Village of Eastlake 2011 Master Plan Survey The Village of Eastlake released a Master Plan survey in February 2011, as part of the Village's master plan and recreation plan development efforts, in order to better understand the community's preferences for the Village. A total of 335 surveys were mailed the week of February 21 to all addresses in the Village of Eastlake, as well as to property owners that do not reside in the Village; surveys were also made available online. Recipients were asked to return their surveys by March 18. 63 surveys were returned. Using the mailing total for a base, this would equal a response rate of about 19%. Age of Survey Respondents Based on answers provided in Part 4 of the survey, which asked for basic demographic information, most survey respondents are Village residents (86%), and an even higher percentage were property owners (95%). Most were age 45 or older (77%), and 36% were age 65 or older. Only 2 respondents were younger than 25. The age of remaining participants was fairly evenly in terms of percentage. This report summarizes survey results, with a focus on the strongest positive/negative responses overall and for each survey section, in order to determine areas of community priority and consensus. Agreement Areas Several issues in the survey attracted a significant level of positive responses. Survey questions that received over 80% positive responses are considered "agreement areas" as they have strong community support. Planning, zoning, or operational issues that the community faces now or in the future should take these areas into consideration, as they appear to be important to the community and will assist Village leaders in setting current priorities and will provide a direction for the future. Strong negative responses, on the other hand, clearly identify which current conditions and future directions are not acceptable to most residents. Respondents clearly indicated their interest in retaining the residential character that they think the Village already has, and indicated which Village activities should take priority - i.e. maintenance, improvement of fishing access, and efforts to address the Village quality of life and overall appearance of the community. Areas of divided opinion are reflected in response rates that are fairly evenly divided between positive, negative, and neutral responses. These "toss up" questions can signal the need for careful analysis or community discussion surrounding these issue areas. 1 �The responses below Include questions which received a total positive response (includes somewhat important and very important, somewhat agree and strongly agree, somewhat satisfied and very satisfied, and yes responses) of 80% or more. Strong negative responses include a total negative response ("not very unimportanf' and "very unimportant," somewhat disagree and strongly disagree, somewhat dissatisfied and very dissatisfied, needs improvement and poor, and no responses) of 60% or more. Toss up questions are identified in commentary on each relevant section. Agreement Areas - Strong Positive Responses: • A total of 92% answered that they would like to see the VIiiage remain a primarily residential community (57% strongly agree, 35% agree somewhat). • 92% consider Village maintenance to be important. 79% indicated that winter maintenance activities are "very important." An additional 13% considered winter maintenance to be "somewhat" important (total 92% positive responses). 48% felt that summer maintenance activities are "very important," and an additional 44% answered that this activity is "somewhat important" (total 92% positive responses)\ • 92% would support private foundation grants or donations • 91 % indicated that It's important for fishing access to be developed/enhanced In the Village • 90% would support grants for recreation funding. • 89% feel it's important for the Village to address the overall quality of life. • 88% feel it's important for the Village to address overall VIiiage appearance, and 86% think it's important to address Village services and facilities. • 86% answered that it's important to develop or enhance Village boating access. Agreement Areas - High Level of Negative Responses: • 84% do not use Johnson Field • 78% would not support heavy industrial development in the Village • 71 % do not use the nature walk • 67% would not like to see more Industrial growth in the Village • 61% expressed dissatisfaction with ordinance enforcement (34% were "very dissatisfied" and 27% were "somewhat dissatisfied") 2 �Part 1. Current Village Services, Facilities, and Qualities Questions in Part 1 of the survey asked participants to indicate the level of satisfaction with current services and identify areas that should be considered current priorities. Three questions were asked relative to satisfaction, importance, and quality of current facilities or aspects of the Village. Seven specific services, facilities, or Village aspects were identified for each question. In general, levels of satisfaction or perceptions of current quality were somewhat lower than the levels of importance assigned to the features listed. HowsatisfiedareyauwillllhefalkMingamnWlagesavices•faa'ilies? [::J) ~ot sure/not applicable Ver)' Satisfied D c::J Very Dissatisfied Sulmewhat Satisfied D Somewhiat Dissatisfied 80 % 410% 20% 0% ·Gerieral wirnter main,tenarjce activ ~'ies (plowing, General s prirngl':s um mer.Ifall Recre.it ion mairr.tern;moe Leaf d111m pf pick up serv ices -Ordinarnoe ernf,c,rcement m-.iinternanoe etc) 3 6 Question 1. How satisfied are you with the following current VIiiage services or facilities? Responses in Question 1 indicated fairly positive views of most current Village services or facilities. Winter and summer maintenance activities received the highest number of positive responses, with 64% and 66% of respondents selecting positive responses on these questions, respectively. Ordinance enforcement was not viewed positively: only 18% expressed satisfaction with current ordinance enforcement activities, and 61% of respondents indicated that they are very dissatisfied or somewhat dissatisfied with these efforts. Other activities - including recreation maintenance, the Village hall, and leaf dump/pick-up services were more evenly divided, reflecting a "toss up" or split community opinion. Significant numbers of respondents selected "not sure/not applicable" for these questions (over 20% for each question). �How importmd are lhei:AMing Wlage services 4)1 a:iliies to you? c::J Ver,i Unimportant q Not s urelnot applicable , Somewhat Important Very Important N10t very Important 80 % 1 60% 40% 20% mairutemsnoe nra.i nten;;noe Zoning ordinance up ser11 ices a,c,~i11ities (plowing, ero) cll.inges Question 2. How important are the following Village services or facilities to you? Despite varying levels of satisfaction with the services or facilities identified in Question 2, there is fairly clear consensus that all current activities are important to Village residents, with positive responses ranging from 64% to 92% for each question. Maintenance activities were by far considered the most important Village service, with 92% of respondents selecting "somewhat' or "very" important for both questions. 79% of respondents indicated that winter maintenance activities are "very" important - the highest level of strong agreement (i.e., "very important," "strongly agree," etc.} for any question in the survey. While the majority has expressed general satisfaction with this service, there is somewhat of a disconnect here with how important respondents believe this activity to be (92% }, compared with how satisfied they are with current services (64%}. Several comments in Part 5 discussed maintenance issues. Other priority services or facilities, indicated by strong levels of support, are ordinance enforcement and leaf dump/pick up services. Ordinance enforcement had a high percentage of positive responses (77%} in terms of its importance. As with maintenance activities, there is a disconnect with the level of importance assigned to the activity and the current level of satisfaction with this activity (18%}. Respondents also consider the Village hall and zoning changes to be important, with 74% and 75% positive responses, respectively. 4 �Please rate the curreatqllillity mlhefallawing aspects [:=J Poor «the lJiillage. l:::J Needs Improvement C::i Neutral Exoellent Question 3. Please rate the current quality of the following aspects of the Village. In respect to the current quality of various aspects of the Village, responses reflect some "toss up" areas and relatively low levels of positive responses. The highest positive response was relative to the overall quality of life (65%), followed by natural environment (55%). Positive ratings for the community's social environment and economy were low, both under 30%. There were significant percentages of neutral responses (30% or greater) in this section for questions including the mix of land uses, social environment, and economy. 80 % 60% 40% 20 % 0% n,crcoatic,n opportunities Mix of 13ml 1.1ses! deve!opme r.t opportuniti!!! Socisl env iror.m ent env ironment (i.e .• •comn:11111it1 ac:tiv ities , s,oci:il e.-ent: , nei9nborhooi!I appearanee identity} 5 �Part 2. Planning for the Future Questions in Part 2 were asked to will help the Village determine priorities for land use planning and Village services in the future. Four questions were asked in this section relative to potential future initiatives, how the Village should grow or change in the future, what types of development respondents would support, and how important it is for the Village to address certain issues. Responses generally reflect importance, quality, and satisfaction levels identified in Part 1. Would you ■UIJllllll--illcllling iiniiaiiwes? 0 No Not Sure Cl Yes Question 4. Would you support the following Initiatives? Participants were asked to select yes/not sure/no responses for a variety of community activities. The highest rated initiatives were enforcement of junk, blight, and nuisance ordinances, as might be expected from the high level of importance assigned to this activity in Question 2. Historic preservation activities also attracted significant support. Outside of these two initiatives, there were significant numbers of neutral responses. Partnership with other communities and Village hall improvements both received support from just over half of respondents. The lowest-rated activities were additional Village maintenance staff and Village pickup of leaf and yard waste at taxpayer expense. Enforcement Regular hours Vi113;e pickR0Utin11 Historic of j11nk. bTigl!,t , of operati11n up of leaf and voluntt:er preservati:m or nuisance for leaf dump yard waste at access to 'lesf efforts - i.e.. ordinl!lm:ies (operated by taxpayer dump Vill=l!Je Hall, volunteers} expense v1iUow trees Additiolllll Villa11e m-lliinteruinee staff Pmne!SJlip lmprovemants with ott.er to !he \filla; e communit~ Hall for prwis io11 of ! omeser.. . 6 �Howwouldyoulike theVillagelugrowgc:IBlgBOV111"lml'IBllt20,-s? Plmaeiiniicam....._yauagreeg dis;vmwillllmilllcMinJ,sta..,. .. q Stro"9ly Oi.sagr,ee Disagree s,omewhat I W<illllllil lilce to see t'he V ill!lgie ,re ma im a p ri rm arily residltrrtial «:,>mm . .. O No opioo ,Agree Somewhat mo11e oom merc ial growt h in the I WCli!ld ,lik:e to s~ more in:lll!t>ri!!I gro\'lth in the I would Jike to see t h>e resj denti31 populn ion of the V,illa;a. V illage. Vill!l;e 1increme. I wo 1:1ld lik:e to s ee Strongly Agree I wo lill::! like to see I wo 111ltl like to s ee t llie res idential t~ res.illli!:ntial p0p11l:.t iom of the popul!!tion of t he V illage decrease. \llillB;e Stary l!m, ·s ... 7 Question 5. How would you like the VIiiage to grow or change over the next 20 years? There was clear consensus in support of the Village remaining a primarily residential community - 92% indicated agreement with that statement. Support for other changes was not consistent, with positive responses ranging from 3% to 49% . There was fairly strong consensus against industrial growth, with 67% of respondents disagreeing with the statement that they would like to see more industrial development. Slightly fewer respondents supported additional commercial development (38%) than those that disagreed that there should be more of this type of development (44%). While respondents were clear that the Village should retain its residential character, there was not a clear direction in terms of whether that residential population should increase or stay the same. While there was fairly strong agreement against a population decline, with only 3% indicating support for a population decrease and 57% opposed, opinions on whether the population should increase or stay the same were split, with less than 50% support for both questions. �What types of additional w IIIM'deftlapment-..dd JaJSlftlllll in the VilageclEml ale? r::::J No Nel!Jlrborhood commercial (s.m i ll retail, sel'Vlic:es. offit>es) No opinion Highway litlht ind11s11y He.ivy comm·ercial (i.e. high te::h industry (gas stations. electronics, (energy retail, di ing, 00mp11terproduction, etc} rel;;tell m-,mufacturiri,; m;;nufacturi .. . ) r::::J Yes Hotels , motels , inns, bed and bre,1kfast facil~ies Sin!Jle-family resi z!lenti31 Multi-family resillent il!'I deve lopment deve lopm-ent (apsrtments, oomlos, townhouses} 8 Other rple;,se specify Question 6. What types of additional or new development would you support In the VIiiage of Eastlake? As might be expected from responses to Question 5, the greatest support for additional development was for single family residential, with 63% answering that they would support additional single family homes. Despite fairly low levels of support for additional commercial development in Question 5, there was nearly as much support for neighborhood and highway commercial development in Question 6 (59% and 54%, respectively) as there was for additional single family homes. The higher levels of support likely occur due to the level of specificity in the question: residents may support additional commercial or industrial development, but only if it allows the Village to retain its residential character. This can be observed in responses to questions on industrial questions as well. Despite strong disagreement with general industrial growth in Question 5, just over half of respondents would support light industry. Heavy industry, however which typically involves more impacts to the surrounding community - was viewed negatively, with 78% indicating they would not support this type of development. Other development options listed in Question 6 multi-family residential and hotels/motels - were not widely supported by respondents. �In your opinion. how impadanl is itfurlhe Village ID adlhss lhe iJlcMmg aspects alhe CXllfflllnly? c::J Very Important r:;:::;:J No ,opinion _ :Somewhat Important Ver/ Important - ·Some,uhatlmportant 80 % 60 % 20% 0% Parlts and recreation ,c:,pponu ities Ill ix of lallll uses/develop ment opponimities Nat11ral enviror,m er,t Social EconomyJjob environment oppon111nities (i. e.. oomm1mity -3Ctil•ities. socil!I ever.ts. neighborhood identity) 9 Question 7. In your opinion, how important is it for the Village to address the following aspects of the community? Participants were asked to indicate whether it was important for the Village to address a variety of community issues, some of which were listed in Part 1, Question 3, which asked respondents to rate the current quality of various aspects of the Village. The majority of the responses for Question 7 indicated that it is important for the Village to address those aspects. There was substantial consensus in particular regarding the importance of Village efforts to address the overall quality of life, overall Village appearance, Village services and facilities (89%, 88%, and 86% positive responses, respectively). Support for efforts to address the natural environment and parks and recreation was also high (79% and 76%, respectively). These high levels of support reflect the importance assigned to these features and current levels of satisfaction identified in Part 1. Lower levels of support or split responses were found for "social environment" and "economy/job opportunities" which haven't traditionally been considered the purview of local government. �Part 3. Parks and Recreation Part 3 asked 5 questions to help the Village determine current and future priorities for Village parks and recreation. Questions addressed usage rates, satisfaction levels, and potential improvements to existing parks, and also asked what types of improvements or developments are important and would be supported by respondents. I~ 100 HawaalialiedJUU_lllilll._......, ....., Very dissatisfied l:;;;::l No opinion . . . Somewhat Satisfied - ~ Somewhat Oisslitisfied H-aftendoym_ . . .,..... ....., Never Rarely c:i Sometimes Often % ---------·· ' - ..... 100 % : , ' ! '.~ ' ~J 11 I . 80% I ,' . ' ,. 60 % . ... -, .,. ~' ... ,. ~ ~ . llljlfl,Ver, Satisfied I > 24 ~--- .. ·- --· ..~· -- ___J 40% 40% 47 20% 21 0% Johnson Fiold {blll<a!b•Uoawt. b>slll»U N~lure w,alk Penny Park: di!lftorn:I. pl>yground equiplftent) Question 8. How often do you use the following parks? Johnson Field and the nature walk are rarely used by survey respondents. Penny Park is used most often, with about 55% of respondents indicating that they "sometimes" or "often" use that park. JMM-Oft Field (lwketb>ll ... ~. bneboll dillfflon<I, piay1jround equipment) N.111.1r.t wa·lk Question 9. How satisfied are you with the following parks? Responses in question 9 included significant numbers of neutral answers for Johnson Field and the nature walk, reflecting the low levels of usage indicated in Question 8. Penny Park, the most frequently used Village park, had 58% positive responses. 10 �In your opinion. how important is le . . . . .llartd&ICEIIBIIJhtalkMing types ar 1ec.eaia.1it, Easlae? y Very Unimportant Q No Opinion Somewhat Important . ,1Very Important Somewnat Unimportant Untversal Atll1etic .accessibility fields/tennis features {i.e. oouits r,:;imps, paved sid,,. Fishing Boating access access. Hit ir,g!s·kiing trails Swimming Snowmobile/ Snowmobile/ P,13ygrllunm ORV trails ORV use of equipment Vill,,ge streets 11 Question 1O. In your opinion, how important is the development or enhancement of the following types of recreation in Eastlake? As might be expected from the higher usage rates indicated for Penny Park, fishing access and boating access were considered to be important by a clear majority of respondents (91 % and 86% respectively). Support for improving or enhancing other types of recreation was more lukewarm, with responses ranging from 46% to 68% support for activities such as universal accessibility features, athletic courts, and playground equipment. Snowmobile/ORV usage of streets and trails had a nearly equal amounts of positive and negative responses, showing some level of divided opinion over these activities. �Would you suppadlaefalCMing ~ lo Village .-b? Not s ure c;:::J Yes Other improvements -please c:;J No Question 11. Would you support the following improvements to Village parks? Improvements to boating, camping, and fishing at Penny Park had the greatest amount of positive responses, with 78% answering that they would support these activities. The high level of support for Penny Park improvements - including 70% support for dredging the canal for dock installation and 63% support for restroom improvements - reflects the greater usage rates at this park along with the high level of importance assigned to fishing and boating access. specify in Part5, Additional Comments 100 %-r-------,,:-----.--- - ---.---,,- - - - - , 80% 58 40% 0% Install fJcating dock for I~111ii~ accessibility at :Penny Park Overall Dredge can31for improvements to dock install:ticn at accessibttity for Penny Park b03,tirn9, c3mpir\g, fishi"'IJ at Penny P... Restroom improvemeJ!IIS at Penny Park Exp11ns ion cf the Improvements to mm1re trail play,; rournd e :i111ipm1:nt 12 �Wouldyousupportusingthefalolllingtypes d b d n g f a r ~ '-WlaaelBlm md1a.ealion? [:=J No Not Sure c;J Yes Other- pleasespecify in Part5, Additl onal Comments 1,00 %- . - - - - - - - , 19 60% 90 92 40% - Grants Village general fund M illa3i! Pri~ate foundaticin grants or donations 13 Question 12. Would you support using the following types of funding for Improvements to VIiiage parks and recreation? Most respondents would support using grants or donations for recreation improvements, while a slight majority (56%) would oppose the use of a millage. Support for the use of the Village general fund for recreation improvements was split. �Part 4. Demographic Information. As noted, the survey asked general demographic questions relative to age, residency, and property ownership. Questions were also asked regarding computer/Internet access and whether respondents would access Village ordinances or other information online. 70% answered that they do have Internet access, and of those, 76% would access Village information online if it was available. Part 5. General Comments Over half of the participants provided additional comments (35). 17 provided names and/or contact information. Comments relative to the master plan or recreation plan processes addressed issues including: • • • • • • • • • Mobile homes Fundraising Recreation opportunities Ordinance enforcement Convenience store Junk cars/general junk and maintenance issues Village hall High speed internet A number of comments addressed specific recreation improvements, including: o Dredge Penny Park canal o Install a "Bell Park" o Skating rink o Reduced camping rates for Village residents o Cut recreation o Improve area west of Johnson Field with bench and handicap access o Clear out woods for junior area at Johnson field o Develop bayou into marina o Pier heads and breakwaters to provide a harbor entry into the bayou o Nature walk needs maintenance and better signage There were also a number of comments relative to community service issues. About 9 comments were related to fire department issues, and about 8 comments addressed issues with Village maintenance - plowing in particular. • Penny Park waste issues • SEV • Enforcement of speed limits and dog leash laws • Access to jobs • Leaf dump access • Snowmobile ordinance/enforcement of speed limits 14 �15 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Eastlake_Master-and-Recreation-Plan_2012 Creator An entity primarily responsible for making the resource Northwest Michigan Council of Governments Date A point or period of time associated with an event in the lifecycle of the resource 2012-02 Title A name given to the resource Village of Eastlake Master Plan and Recreation Plan Description An account of the resource The Village of Eastlake Master Plan and Recreation Plan was prepared by the Northwest Michigan Council of Governments in February 2012. Subject The topic of the resource Recreation--planning Master plan reports Eastlake (Mich.) Manistee Township (Mich.) Manistee County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/251225e86637a2c64a6ec88adca00cfb.m4v 873de92de2f48d73957ae99f0f7ced48 https://digitalcollections.library.gvsu.edu/files/original/5b514caf7736957997cd41d4d2886572.pdf 77edcd7b6f63dd770bec6c75cc87fdbe PDF Text Text Grand Valley State University Veterans’ History Project Jack Norton World War II 1 hour 18 minutes 32 seconds (00:00:12) Early Life -Born on a farm in Ottawa County, Michigan on May 27, 1920 -He grew up on the farm that he was raised on -Attended Hudsonville High School and graduated from there in 1937 -His neighbor had a plane and flew it over the farms which introduced him to flying -In high school he learned about bookkeeping, so he could manage the farm’s finances -Learned that the family farm was losing money and wanted to leave -His neighbor got him a job at Kent County Airport (now Gerald R. Ford International Airport) -He worked for Pennsylvania Airlines -Paid $5 per week -Lived in a room in a hangar owned by Pennsylvania Airlines -Sometimes he would sit in the manager’s office after hours and directed flights -Stayed at the airport for nine months -He quit after a flight from Chicago arrived that had a cabin covered in vomit -All of the passengers had gotten airsick over Lake Michigan -It was his job to clean up the sick, he refused and left (00:03:35) Enlisting in the Navy -After leaving the airport he decided to enlist in the Navy -It was his first choice among the branches at the time (Navy, Army and Marines) -He wanted to see the world and decided the Navy would be the best way -He went to the recruiting center in Grand Rapids, Michigan -Given a brief, rudimentary physical there -He went to the recruiter in the spring of 1938 and it took until October 1938 to get accepted -Over the summer he had five separate physicals to see if he was acceptable (00:04:31) Basic Training -He was sent to Newport, Rhode Island for basic training -Home of the Navy War College -His enlistment was for four years -During training if you received five hundred demerits you would get kicked out of training -By the time he was done with training he had received only eighty four -In basic training he received rifle training -Learned how to properly maintain a rifle -In the morning instructors would inspect the rifle to see if it was maintained properly -If you didn’t maintain your rifle you would get demerits -They were working with the Springfield 1903 bolt action rifle from WWI -Basic training lasted five months -The focus during basic training was on military etiquette and history -Because of his height he was initially selected to be a standard bearer for the Navy -The New York World’s Fair was coming and he was to be a part �-He didn’t want to be in that because afterwards he’d be a seaman first class -He didn’t want to be a seaman; he wanted to be a machinist, so he was reassigned (00:07:31) Machinist Training -He was sent to Norfolk, Virginia for machinist mate school -He wanted to work in the engine room of a ship and work with machines -He’d had prior mechanical experience at the airport -He received sheet metal work, lathe, and milling machine training (00:09:40) Volunteering for the Pacific Fleet -After graduating from machinist training he was offered a choice on which fleet to join -At the time the two major fleets were the Pacific and Atlantic Fleets -He chose the Pacific Fleet for his assignment -He chose it because you were given thirty days to get to San Diego, California -Acted as a sort of leave -When he arrived in San Diego he was put on a work detail -Their job was to refurbish American ships [Lend-Lease destroyers] to be given to the British Navy -They worked from 8 AM sharp to 12 PM sharp; no breaks, no exceptions -He stayed on the work detail for seventy nine days until he asked for reassignment -He had gotten sick of the regimen of that schedule (00:11:30) Volunteering for the Asiatic Fleet -To get out of the work detail in San Diego he volunteered to join the Asiatic Fleet -The first ship he was assigned to was the USS Henderson -An old WWI transport still used as a transport to get troops around the Pacific -He got seasick on the Henderson -His job onboard was to clean the toilets which only made his seasickness worse -It took him two months to finally get used to being on the ocean -Onboard the Henderson they travelled the West Coast and through the Pacific -Transporting troops for their fleet deployments (00:13:57) Overview of Pre-War Pacific Travel -He sailed to Honolulu, Hawaii first -After Honolulu he sailed to Guam -From Guam he sailed to Manila, Philippines -Before the war Manila was a beautiful city -It stank like horse manure, but it had beautiful Spanish architecture -He remembers going to the old Spanish fort and drinking beer -From the Philippines he went to China -In China he sailed up and down the Chinese coast stopping at ports along the way -During his sailing around China he got a chance to see the Great Wall (00:16:00) Assignment to the USS Barker -When he was in Manila he was assigned to a destroyer -He was assigned to the USS Barker DD 213 -It felt like riding a speedboat because it could travel at 45 knots (roughly 52 mph) -This is the destroyer that he sailed around China on -He boarded the Barker on January 1, 1940 -The Asiatic Fleet’s task was to protect American interests in Southeast Asia -The Japanese had already taken over the Chinese coast by this time �-When they were in ports controlled by Japan, Japanese planes would buzz their ship (00:19:17) Going to China -When he was in China he noticed that the Japanese soldiers largely avoided American troops -When he was in China he had a tailored suit made for him -When he went to pay the tailor requested American, or Mexican, currency -When he was in a port a Chinese woman was bayoneted to death by a Japanese soldier -She was caught with American money -In China Americans were safe from harm from the Japanese -Oddly enough Japanese soldiers were actually quite friendly towards Americans -One time he had to move through a crowd and a Japanese officer escorted him -The officer accomplished this by intimidating the crowd with a sword -When they stopped at the northernmost port they went to the nearby American Marine base -Marines would allow Chinese civilians to collect bullet casings from the firing range -The civilians would then use the casings to make money -In China he got to visit the American Embassy in Peking (now called Beijing) -Spent a week there -In the capital the Japanese soldiers were everywhere -A Japanese machine gunner was stationed just outside the Embassy -In Peking he had a personal rickshaw driver -He noticed that all across China people were starving -In Peking there was a “wailing wall” where loved ones put their dying/dead family -At the time Hong Kong was still controlled by the British -He made friends with a few British soldiers and visited their base -The police in Hong Kong were Sikhs from India -He saw hundreds of child prostitutes working the street in Hong Kong (00:28:12) French Indochina -From China they sailed down to French Indochina (modern day Vietnam, Cambodia and Laos) -They stopped in Haiphong (now in modern northern Vietnam) -Found the city unimpressive -At the time the region was still controlled by France -This places the arrival there sometime in the summer of 1940 prior to September (00:29:39) Start of the War -Prior to the war he, and most other enlisted men, didn’t believe the U.S. would get involved -Officers recognized that there was a chance of involvement, but unlikely -They believed that if Japan attacked, Japan would be defeated in six weeks -Early in the Pacific War this was proven wrong with the loss of two major ships -The Barker was in Tarakan, Borneo, Dutch East Indies (Indonesia) on December 7, 1941 -Received news of the attack on Pearl Harbor while they were in port there -They were with the destroyers the USS Houston and the USS Marblehead (00:32:53) First Contacts with the Japanese in the Dutch East Indies -Their first contact with the Japanese was in the Dutch East Indies -They were part of a coalition of American, British, Australian, and Dutch ships in the area -On the north side of Borneo they ran into two Japanese destroyers -Strangely enough the Japanese destroyers didn’t fire on them -At the time the Barker was not outfitted with radar -In early 1942 the USS Houston (one of the other American ships in the area) was sunk �-It had been in the Battle of Sunda Strait (the strait between Java and Sumatra) -When they were in the Banka Strait they were attacked by low flying Japanese planes -They were able to successfully repel the attack though -Shortly after the Battle of Sunda Strait the Dutch East Indies fell to Japan in March 1942 (00:36:27) Australia -When the Dutch East Indies fell the Barker was in Australia receiving repairs -Their first stop was in Port Darwin to join the USS Perry there -They rescued a sailor from the USS Perry who had been blown off the ship -They sailed down the western coast of Australia and stopped in Exmouth Gulf -Remembers that the waters there were full of sharks -The Barker continued on and stopped in Perth until Australia reinforcements arrived there -While they were in Fremantle a Dutch freighter’s crew mutinied -A Dutch sailor tried to get onto the Barker, but was scared off -As he ran away an Australian marine shot and killed the sailor -After leaving Fremantle they sailed along the southern coast with four other destroyers -On the way they stopped in Melbourne -From Melbourne they sailed to Sydney and on the way there they stopped in Adelaide -By now it was the summer of 1942 (00:41:22) Mission in the Pacific -Their main mission in the Pacific was to help escort convoys and attack Japanese submarines -During convoy escorts Japanese submarines were rarely a threat -In later summer 1942 the Barker went to Pearl Harbor -After Pearl Harbor they were placed on the “Pineapple Run” -Escorting convoys from San Francisco, California to Pearl Harbor, Hawaii (00:43:02) Atlantic Duty -In early 1943 the Barker crossed the Panama Canal and entered duty in the Atlantic Ocean -While in the Atlantic he remembers sinking two German U-Boats -They received credit because they captured at least one surviving prisoner from each -They made a few trips across the Atlantic -One of the trips was escorting a French ship from Connecticut to Casablanca -Another trip involved escorting a French aircraft carrier from Martinique to Casablanca -In 1943 there was still a high presence of U-Boats in the Atlantic -As a result they were made part of a hunter-killer task force sent out to hunt U-Boats -In the Atlantic they would stop in the Azores Islands controlled by Portugal -Portugal was neutral in the war -On the west side U-Boats would refuel and on the other side there were Allied ships -The Barker was instructed to attack U-Boats once they entered international waters -They were never able to catch the U-Boats once they left though (00:47:15) Reassignment to the USS Henry R. Kenyon -In 1943 he was reassigned to a destroyer escort -Prior to boarding the new ship he received training on the new propulsion system -It was incredibly rigorous because it was six months of school condensed to one month -The ship that he was reassigned to was the USS Henry R. Kenyon -He arrived at the shipyard in Quincy, Massachusetts to board the ship -Construction hadn’t even started yet -On top of that his record wasn’t in yet either �-Because of not having his record he was given a ten day leave -Returned and construction still wasn’t done so he was given another ten days -He wound up doing this three times before the ship was ready -It took thirty days for the Kenyon to be launched and another thirty to be commissioned -Construction began September 29, 1943 and it was commissioned November 30, 1943 -Their first destination was Bermuda (00:50:32) Crew and Conditions on the USS Henry R. Kenyon -Some of the crewmen came from rich families and didn’t want to go to sea -None of them wound up being truly qualified which put him in charge -One propulsion mechanism had been put in wrong and he had to fix it -The propulsion system on the Kenyon was more up to date and ran cleaner and more efficiently -As opposed to the older ships which ran on diesel and were filthy -He was placed in charge of the men in his section based on his experience -Only five enlisted men onboard had been to sea before (him being one of them) -The officers they had were largely inexperienced and needed direction from the veterans (00:55:47) Atlantic Duty aboard the USS Henry R. Kenyon -Their primary duty in the Atlantic was to escort convoys in the Caribbean Sea -They usually operated between Guantanamo Bay, Cuba and Recife, Brazil -Once they completed their duty in the Atlantic they were sent through the Panama Canal (00:56:19) Returning to the Pacific aboard the Kenyon -Their first destination was Bora Bora part of French Polynesia -They had to travel from the Galapagos Islands to Bora Bora -The officer in the engine room needed Jack’s direction to figure out the fuel needed -Specifically the fuel needed to insure they reached Bora Bora -From Bora Bora they travelled to Manus, Admiralty Islands -From Manus they traveled to Hollandia, New Guinea -Aboard the Kenyon they tended to act independently in the Pacific -Escorting convoys, laying mines, and hunting Japanese submarines -They depth charged a fair amount of submarines, but never received credit for their kills -They were never able to recover a live prisoner, so it couldn’t be confirmed -When they were operating in the Pacific they never encountered any Japanese aircraft (01:00:45) Operating in Okinawa -From the Philippines they traveled to Okinawa -Arrived in Buckner Bay, Okinawa and set down anchor there -While they were in Okinawa he was placed on deck watch from midnight to 8 AM -Unorthodox considering that his position as a machinist usually kept him below decks -While on deck watch one morning he witnessed a kamikaze attack -The harbor laid down a smokescreen which rendered the attack useless -In Okinawa he would watch B-24 bombers return from bombing missions heavily damaged (01:03:20) Returning to the Philippines -When the Philippines were liberated he was able to return and see Manila again -By now the city had been ruined from the fighting -Considered it a tragedy because it had been a beautiful city before the war -He learned to fly while he was in the Philippines through a man named Pappy Gunn -He had begun to learn when he was in Michigan, but never completed his lessons -Once in the Philippines he completed his private flight training �-The man he learned from played an instrumental role in Allied victory in the Pacific (01:09:20) End of the War, Coming Home and Life after the War -He was in Subic Bay, Philippines when the war ended -He remembers an ammunition ship in the Bay firing rockets in celebration -When he returned home he went deer hunting with his father and his friends -He returned home in November 1945 -Note: Most likely December 1945 because that’s when the Kenyon returned to the U.S. -After the war he got a job shoveling coal for the Pennsylvania Railroad -Worked there for five years and decided to quit -Learned that they were switching from coal to diesel and decided to say -Made a career in the railroad and stayed with it for thirty five years (01:11:16) The Tonga Islands and Christmas Day -While on the USS Barker they stopped in the Tonga Islands -While stopping there they got to meet the islands’ four hundred pound queen -She was invited onboard for a dinner -When she left he made an effort to help her onto the boat to bring her back -As a result he wound up beneath her and his head went up her skirt -Also aboard the Barker they stopped in Sumbawa Island on Christmas Day 1941 -Just as they got ready to eat dinner a four engine bomber approached -In a panic they thought it was a Japanese bomber coming to attack -Turned out that it was a New Zealand bomber (01:14:22) Reflections on Service -He enjoyed his time in the Navy, even the wartime experiences that he had -Amazed at how people reacted in dangerous situations -Astounded that at the beginning of the war they had been expected to fight with WWI weapons -He always felt that the Barker had been a good ship, but outdated nonetheless -For example: in rough seas rivets would pop out making the ships susceptible to sinking � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_NortonJ611V Title A name given to the resource Norton, Jack (Interview outline and video), 2008 Date A point or period of time associated with an event in the lifecycle of the resource 2008-12-15 Description An account of the resource Jack Norton was born in Ottawa County, Michigan, in 1920. He graduated from high school in 1937 and enlisted in the Navy in 1938. He trained as a machinist's mate and sailed first on a transport ship in the Pacific, then on the destroyer USS Barker from 1940 to 1943, engaging mostly in convoy escorts and antisubmarine patrols in the Pacific (including visits to China before Pearl Harbor) and Atlantic (sinking two U-Boats). He then transferred to the destroyer escort USS Henry R. Kenyon, and again served in the Atlantic and Pacific, witnessing a kamakaze attack at Okinawa and ending the war in the Philippines. Creator An entity primarily responsible for making the resource Norton, Jack Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource World War, 1939-1945--Personal narratives, American United States. Navy Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/755e703d4901e796e7c9d6e95671674d.jpg 479ef6c5edf900006e0ab8e53b6c55c6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. PS3511.L8 S66 1903. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0338 Title A name given to the resource The Spoilsmen Creator An entity primarily responsible for making the resource Nosworthy, Florence Pearl (Designer) Description An account of the resource Binding of The Spoilsmen, by Elliott Flower, published by L.C. Page & Company, 1903. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1903 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/6ab263495ca4f6426d643bea777500a0.mp4 7dafe8965a10cb00a57d49fb34569ed8 https://digitalcollections.library.gvsu.edu/files/original/b60966b87e7935ac43ea765ad8ba7738.pdf c7d9790e3f828246fabc23b8fcfc06ab PDF Text Text Grand Valley State University Veterans History Project Interview Iraq Christopher Notestine Total Time (00:52:44) Introduction (00:00:09)   Christopher was born in Charlevoix County, Michigan on July 26th, 1980 (00:00:21) He has a younger brother and grew up with both parents and comments it was a “white picket fence” type of family (00:00:55) ◦ Christopher had no major motivation to join the Army as he just drove by the recruiting office one day and thought that's where he wanted his life to go (00:01:21) ◦ He worked as a roofer before he started basic training at the age of 19 (00:02:06) ◦ Christopher did his basic training at Ft. Benning in Georgia and trained as 11 Bravo (Infantry) (00:03:15) ▪ After AIT and basic training, he showed a knack for weapons and did a few more weeks of additional training in Dragon and Javelin weapons systems (00:05:26) ▪ Christopher spent a few weeks at home and then headed out to Ft. Lewis in Washington (00:06:35) ▪ He was part of the 2nd Battalion 23rd Infantry that worked with Stryker vehicles (00:07:04) ▪ His unit was originally decommissioned; eventually they became recommissioned and became the 23rd Infantry Stryker Combat Team (00:09:16)  His units did hard training as they wanted to get the units up and running- they trained in Yakima, Washington at high altitudes; this was all prior to the September 11th, 2001 attacks (00:11:09)  They went to JRTC Ft. Polk, Louisiana for about a month and then to NTC in Ft. Irwin, California (00:11:40)  The attacks of September 11th occurred right before he left for Louisiana and California while he was in Washington (00:11:57) ◦ Christopher was told he was going to train before heading overseas- he didn't have a clue where he would be heading at the time though- about eight months later Christopher and his unit were in Iraq (00:13:54) ◦ At the time he remembers he and his unit being gung-ho about getting revenge for what had happened- even though he comments now that he didn't know what was going on then and just wanted to go do something because Americans were killed (00:14:28) ▪ In preparation to go to Iraq, there was physical and mental testing done- he said they just went and jumped on a plane and left as they didn't have any plans and then just went to war (00:15:36) Deployment in Iraq (00:15:58)  Christopher and his unit landed in Kuwait and went to a base just south of the border of Iraq and waited there for about a week for their vehicles to get there (00:16:02)  It was October of 2003 and very hot- weather in triple digit degrees (00:16:28) �◦ After the vehicles showed up he mentions the Army figured out their vehicles weren't RPG proof so they had to rework the vehicles which took a couple days (00:17:36) ◦ He describes the process of moving north towards Iraq as they witnessed chaos and mayhem and didn't really have any guidelines on how to deal with it all- they didn't stop because of IED's (00:18:24) ▪ One of the first bases Christopher went to was Anaconda- “it was horrible” he comments while he laughs about it (00:20:43) ▪ The living situation was pretty bad at the camp so they slept in their trucks for about a month (00:21:24)  One of the Stryker units' duties was to be the first group there after a base had been mortared- he says that the mortars were hit and they'd be out the gate before anyone called them out there (00:23:09)  nine out of ten times they wouldn't be able to catch who was mortaring them but if they did catch them, they would (00:24:11) ◦ Christopher mentions there was all types of ethnicities and genders represented in his unit- he says he thinks every unit in the Army is like that (00:26:08) ◦ He jokes that tires were their best technology in detecting IED's (00:27:39) ▪ A lot of the raids he was involved with dealt with insurgents who were weapons dealers- a lot of the time there wasn't anything there (00:29:14) ▪ The nature of the fighting stayed the same as he mentions Saddam Hussein's forces used mortars and the insurgents or other people that didn't want the United States there used IED's- all the action was jumbled together (00:32:19) ▪ After they spent about nine-ten months in Mosul, Iraq, they showed the next group of soldiers what they did and advised them on what to do; they handed over their Strykers and were shipped out Diamondback Airfield across the Tigris River (00:33:16)  On the way to Diamondback, one of their C130 planes got hit and had to do an emergency landing between their and Kuwait (00:34:31) Back to the United States (00:35:10)  The homecoming process was very long as Christopher just wanted to see his family but had to go through and be 100% accountable to the Army and their check-ins (00:35:30)  Christopher and his unit got about a month's time worth of leave (00:37:52) ◦ He got married a few months before he deployed and had the wedding ceremony when he returned from Iraq (00:38:59) ▪ Christopher was injured in Iraq by an IED and couldn't do infantry anymore; he didn't feel his service was complete- he joined the National Guard and came to the 1434th Engineer unit out of Grayling, Michigan and has been there since 2005 (00:40:25) ▪ Christopher gets the impression that the Iraqi's don't really care to change their ways and it angers him that the United States is still there and not much has happened although he acknowledges he's sure not everyone is like that (00:41:34) Back to Iraq (00:42:36)  Christopher and his unit were doing construction missions on his 2nd deployment to Iraq; they would go out to certain bases and build police stations or army style barracks for the local police (00:43:05) � He was deployed for eight months with few additional months of training (00:44:06) ◦ His unit went through specialized combat training but Christopher didn't have to because he was previously in the Army; they trained at Ft. McCoy in Wisconsin for about a month or so (00:44:35) ◦ If his unit needed anything he was the go-to guy for fixing things (00:46:51) ◦ The timeframe for his deployment was 2009-2010 (00:47:37) Back to the United States (00:48:16)  The homecoming the 2nd time around was in Grayling, Michigan and was a lot different: there was not much checking in with the National Guard and they saw their families and friends immediately (00:48:37)  He mentions he didn't do a darn thing for about three weeks after he got home from Iraq (00:49:44) ◦ He went back to work for the National Guard; he had to go to Wisconsin to do inventory (00:50:32) ◦ Christopher and his unit went to El Salvador; they built four or five school houses for kids but they spent several million dollars- he says it would have been cheaper to contract it out (00:51:42) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context NotestineC1576V Title A name given to the resource Notestine, Christopher (Interview outline and video), 2014 Creator An entity primarily responsible for making the resource Notestine, Christopher Description An account of the resource Christopher Notestine was born in Charlevoix County, Michigan, in 1980. He joined the Army at the age of 19 and did his basic training at Ft. Benning in Georgia. He became part of the 2nd Battalion 23rd Infantry which used Strykers. Christopher and his unit went to Iraq in October of 2003 and mostly stayed in Mosul, Iraq. He was injured by an IED in Iraq and could no longer serve as part of the infantry so he enlisted with the National Guard in the 1434th Engineer Battalion based out of Grayling, Michigan. He went back to Iraq in 2009-2010 as part of a construction unit. He continued to work for the National Guard after he got home from Iraq in 2010. Contributor An entity responsible for making contributions to the resource Dashner, Matthew (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Iraq War, 2003-2011--Personal narratives, American United States. Army United States. National Guard Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2014-03-08 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/498b627c37f356900f41fde23f0909b8.pdf 9950865ddc97f8fcd984158baae42904 PDF Text Text ID• a ·.:::. MARCH 14--15, 1_9 81 LOCATION: DO'UGLAS UNION f-lALL ·BRONSON Ml. EVERYONE WELCOME! ************************************************** 3 Dances {2 Sat.-1 San.) ~rum-The Great Take Singers Traders Welcome! Limited Booth Space, 'll'irst Coae\ 1l'irst Serve (No Camping ~aoilities} Traditional Gathering-Wo Contest Dance For •ore In~ormation Call or Write: Colleen Wagner 5342 Ethel st. Brighton, Vich. 313-227-2050 or Beverly Stein 812 'R'uff11an st. ~ort Wayne, Ind. 219-433-6653 ----..JJ ~---( CJ=f n ~~ ~~::J.C~~~---~~~-"=A71Jsru~,s l ~f,n~gr~d by Nottaweippe Baad ·of Potawatomi HO DRUGS - NO ALCOHOL PLEASE\ �.J'fl.-S'l,:fi, ·."<i:( er:~~ . .3~~ ~ ~/_s~ ~le} ~~'•h .r ~ '-« ,_._,,.,,~ / "" -;? c-:#-7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_mid-winter-pow-wow_1981-03 Title A name given to the resource Mid-Winter Pow-Wow, March 1981 Date A point or period of time associated with an event in the lifecycle of the resource 1981-03 Description An account of the resource Mid-Winter Pow-Wow flyer, Bronson MI, March 14-15, 1981, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Nottawsippe Band of Potawatomi Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/7a240b1f705acf85a2ea260aba78d8db.mp4 2e92dde9454e3af80d845d72c677f9c6 https://digitalcollections.library.gvsu.edu/files/original/b0117df69ffd6e75194944761884b077.pdf cece89f0e72a883bd054a5027cd5a54b PDF Text Text Interview Notes Length: 30:35 Chester Joe Novak WWII and Korean War veteran United States Air Force; February 1944 – 1952 Pacific – Aleutian Islands; Korea (0:00) Before grade school • Born in Bay County, MI in 1927 • Dad was a farmer • Mom worked on the farm too • 1 brother, no sisters (1:49) School • Went to school in Williams Township o 1 room school house o Would draw names to find out who was responsible for keeping the fire going o Would have to stand in the corner if misbehaved • At recess played softball, crack the whip, marbles • Never went to high school • Stopped school in the 6th grade to work on the farm o Had a 120 acre farm o Grew at lot of crops for the canneries (“truck farm”) ƒ Tomatoes, pickles, squash, beans, etc. o Dad had a 1929 Chevy truck that they used to take their produce to the farmer’s market o Novak learned to drive at 12 year old (5:58) WWII (before drafted) • Ate well because lived on a farm • Traded a lot for gasoline (7:01) Army • Joined the Army at 15 years old but somebody told on him that he was too young so left the Army and then was drafted into the Air Force in 1943 or 1944 (7:47) The draft • Drafted in Bay County and sent to El Paso, TX for basic training o El Paso was easier for him than for many others because didn’t have other commitments like a wife or kids o Got $25/month o Had a lot of fun the first 2 years • Sent to South Dakota for gunner school on the P51 planes [ed. Note: P-51s (Mustangs) were single seat fighter planes, and did not have gunners] • Sent to the Aleutian Islands (12:28) Aleutian Islands • Novak became a supply sergeant �• • • Flew P51 as gunner Never in any battles but did meet Japanese planes Job as a gunner was to take out the gunnery turrets that were on the mountain sides • Met the people on the islands and they were very friendly (15:34) VJ Day • On Adak Island (Alaska) fishing; heard the news from a local fisherman • Became one big week long party (16:48) After WWII • Stayed in the service • Sent to Korea and was a gunner on a jet plane o Had to go to New Brunswick, NJ for training (19:02) POW • Plane got shot down • He and pilot rode plane down, told Lieutenant to run on without him because Novak was injured and couldn’t run • Novak turned self in o Sent to one of the Korean houses in the area, knocked on the door and turned in his gun o Stayed there for 2 weeks and was treated very well o Found a few weeks later and taken to a prison camp where he stayed 17 months ƒ Only given rice ƒ Picked up garbage and just sat in camp ƒ When released, went back to SD then back to MI (22:08) Marriage • Was married to Patricia for 36 years before she passed away • Met Patricia when she was working in a restaurant up in Bay County • She had a heart attack and Novak took her to Cleveland Medical Clinic in OH but wouldn’t admit her because Novak didn’t have enough money o Novak went back and sold everything – the farm, his dog, etc. – so that she would be admitted • He and his adopted son, Sam, stayed in motel across the street from the hospital • Wife survived and the whole family moved down to Mississippi so as to get out of the cold weather • Novak bought a shrimp boat and was a shrimper for 22 years (26:06) Shrimping • Drag net behind the boat • Could get anywhere from 1 pound to 1000 pounds of shrimp • Paid well; made a good living • Rode out a couple of hurricanes • Had three workers helping him • Would often make 10 day trips 40-60 miles from shore; would return just as all the ice had melted • Wife owned a restaurant called Jody’s Truck Stop �(30:53) Final thoughts • Life was changed by the service • Would still be a farmer otherwise • Has 8 grandkids � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context NovakC Title A name given to the resource Novak, Chester Joe (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Novak, Chester Joe Description An account of the resource Chester Novak is a WW II and Korean War veteran who served in the United States Air Force from February 1944 to 1952 in the Aleutian Islands and Korea respectively. In this interview, Novak talks about growing up on a farm and joining the Army at 15 years old. Because he was underage, the Army sent him home. In 1944 he was drafted by the Air Force as a gunner. During the Korean War, Novak's plane was shot down and he became a prisoner of war for 17 months. After being released from prison camp, Novak left the Air Force, got married and moved to Mississippi where he was a shrimper for 22 years. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military World War, 1939-1945--Personal narratives, American Korean War, 1950-1953--Personal narratives, American United States. Air Force Prisoners of war Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-05-15 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c6ce9afaaa287280d74dc687c587310b.m4v 2f2afa2b9a76d38b22197d90b7c13e8a https://digitalcollections.library.gvsu.edu/files/original/800d2359ba11b2e81c9141e16d5b6b0f.pdf 5289da9fd6bb82b23b1e09e0932f76d9 PDF Text Text Grand Valley State University Veterans' History Project Raymond Novakoski Vietnam War Era – Stateside Service 43 minutes 3 seconds (00:00:40) Early Life -Born on January 25, 1951 in Grand Rapids, Michigan -Grew up on the northeast side of Grand Rapids -Attended Catholic Central High School -Graduated in 1969 -Father worked at Packaging Corporation of America -Mother was a housewife and took care of the family -Father involved with Polish heritage groups in Grand Rapids -Father served in World War II as a 2nd lieutenant -Fought in the European Theater (00:03:02) Vietnam War Pt. 1 -Didn't pay a lot of attention to the Vietnam War -Had high school friends whose brothers were drafted -Saw a lot of protests and opposition to the Vietnam War on the news (00:03:42) Enlisting in the Navy Reserve -Attended Davenport College for a short time -Decided that college wasn't right for him -Lost his draft deferment status -In July 1970 he realized that he would likely get drafted -Didn't want to get drafted -Took a placement test at the Navy Reserve Center in Grand Rapids -Told he could serve as a hospital corpsman -Enlisted in the Navy Reserve as a hospital corpsman -Received his draft notice after enlisting in the Navy Reserve -Went to his recruiter who took care of the problem -Enlisted in August 1970 (00:06:33) Basic Training -Went to the Navy Reserve Center in Grand Rapids prior to basic training -Received uniforms and stenciled his name and serial number on them -In the fall of 1970 he went to Great Lakes Naval Station, Illinois, for basic training -Received two weeks of basic training -Shorter than the standard eight weeks of basic training -Navy Reserve basic training was more relaxed than regular Navy basic training -Quartered in clean barracks -Had a fixed schedule -Stood watch at night, folded clothes, and made his bed aside from training -Learned to work as a team -Introduced to military discipline -Taught to think of himself as a part of a group -Remembers a few minor instances of hazing and drill instructors yelling at recruits -Not as intense as in the Army or the Marines though (00:10:42) Corpsman Training �-Received two weeks of Corpsman Training at the Great Lakes Naval Station Hospital -Got accustomed to working in a hospital -Remembers helping a Vietnam War veteran that was at the hospital with a chest wound -Changed his dressings and talked to him about his family -Never experienced hostility for being a Reservist (00:13:09) Reserve Service in Grand Rapids -Returned to Grand Rapids after training and checked in with the Navy Reserve Center -Reported to the Reserve Center once a month for a year -Served with regular people -His dentist was in the Navy Reserve -Worked with him on dental checks -Most of the Reservists were younger men -Worked odd jobs in Grand Rapids until he was called up for active duty (00:15:30) Corps School -Active duty started on August 22, 1971 -Went to San Diego for Corps School at the naval hospital -Arrived early and was sent to a holding base on 32nd Street in San Diego -Placed in a barracks and someone stole his shoes -Stayed there for three or four weeks -Spent a lot of time doing nothing, but sometimes helped in the sick bay -Corps School started in September 1971 -Assigned to a barracks near the naval hospital -Learned how to draw blood, give shots, and conduct first aid -Had a recreation center and Balboa Park near the naval hospital -Able to go to downtown San Diego -More freedom than when he was in basic training -Only had to report for classes in the morning then had the nights to himself -Practiced giving shots to each other -Corps School lasted from September 1971 to the end of January 1972 (00:20:25) Stationed at Naval Air Station Pensacola -Given two options: receive a random assignment, or pick your destination -If you picked your destination you had to pay your own way to get there -He selected Key West, Florida; Pensacola, Florida; or Memphis, Tennessee -Assigned to Naval Air Station Pensacola, Florida -Returned to Grand Rapids for a few days -Drove down to NAS Pensacola -Had a hospital and barracks -NAS Pensacola largely functioned as a training base for naval aviators -Worked at a ward in the hospital and worked in the emergency room a few nights -Eventually went to work in the front office of the hospital -Became a driver for a captain -Completed his time at NAS Pensacola by working in the Ear, Nose, and Throat clinic -Didn't get too many Vietnam War veterans at the hospital -Mostly treated Navy retirees and personnel dependents (spouses and children) -Did end of life care and stabilized retirees before they went to Bethesda Naval Hospital -Brought a woman to the hospital so she could deliver her baby (00:25:17) Civilian Community of Pensacola -Community enjoyed the Navy's presence -Provided opportunities for the community �-A lot of people lived in Pensacola that had served in the Navy -Didn't experience any hostility from the civilian community in Pensacola (00:26:04) Morale at NAS Pensacola -Good morale at NAS Pensacola -Personnel felt safe and appreciative that they could serve at NAS Pensacola -Enjoyed helping active duty personnel and retirees -Majority of men did their jobs and did it well (00:27:14) Vietnam War Pt. 2 -Community was stable in Pensacola -Anti-war and racial tensions weren't problematic at NAS Pensacola or in the city -Heard some racist sentiments off-base, but nothing extreme (00:28:27) Medical Work at NAS Pensacola -Remembers treating an older man -Pumped cold water into his stomach to help stop the bleeding -Gave morphine to keep him comfortable until he died -Remembers treating one younger man with leukemia (00:29:34) Driving for the Captain -Driving for the captain was relatively easy -Only asked that Raymond opened the door for him and washed the car daily -Remembers driving the captain and an admiral to meetings -Once he dropped them off all he had to do was wait outside (00:30:18) Ear, Nose, and Throat Ward -Enjoyed working in the Ear, Nose, and Throat Ward -Assisted doctors with procedures -Helped with the removal of adenoids and tonsils -Mostly treated the children of naval personnel -Some personnel needed their tonsils removed -One man had cancer on his ear and had to have it removed -Helped create a prosthetic for the man (00:33:20) End of Active Duty -Did two years of active duty and had four years of Reserve obligation -Military downsized in the 1970s, especially after American involvement in Vietnam ended in 1973 -Prompted to reenlist -Offered benefits -He wanted to stay at NAS Pensacola and continue his work as a hospital corpsman -Told he couldn't do that if he reenlisted, which prompted him to get out of active duty -Active duty ended on August 21, 1973 -Returned to Grand Rapids, Michigan (00:36:30) Life after Active Duty -Got married before enlisting -After active duty he got a job at General Motors through his mother-in-law -Started working there in September 1973 and got laid off in January 1974 -Took a test at the Post Office and got a job through the United States Postal Service -Got a job as a clerk -Daughter was born in February 1974 -Stayed with the United States Postal Service for 30 years (00:38:30) Reflections on Service Pt. 1 -Taught him teamwork -Learned how to be organized �-Realized that he needed to follow orders and laws even if they didn't make sense -Better for society if he followed orders and laws (00:39:23) Reserve Service after Active Duty -Did two years of active reserve service and one year of inactive reserve service -Active reserve: Train for two weeks a year -Inactive reserve: Training was optional -Learned that if he signed up for two weeks at the end of the fiscal year he wouldn't have to go -First year of active reserve he went to Groton, Connecticut for his two weeks of training -Brought his wife and daughter with him -Worked in the sickbay at the hospital -Second year of active reserve he didn't have to do two weeks of training -During inactive reserve he opted out of training (00:41:36) Reflections on Service Pt. 2 -Felt he fulfilled his service obligation and did what he had to do -Impacted his life in a positive way and hopes that he had a positive impact on others (00:42:13) Veterans' Groups -Was part of American Legion Post 258 in Grand Rapids -Served as the financial officer, 2nd vice commander, 1st vice commander -Served as post commander for one year -Transferred to American Legion Post 459 -Part of the United Veterans Council -Served as the adjutant and as a senior vice commander � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_NovakoskiR1789V Title A name given to the resource Novakoski, Raymond Francis (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-06-25 Description An account of the resource Raymond Novakoski was born on January 25, 1951, in Grand Rapids, Michigan. He enlisted in the Navy Reserve in August 1970. In the fall of 1970 he reported to Great Lakes Naval Station, Illinois, for two weeks of basic training then received two weeks of Corpsman Training at Great Lakes Naval Station Hospital. He stayed in Grand Rapids for a year then began his active duty service on August 22, 1971. He attended Corps School in San Diego from September 1971 through January 1972. He was stationed at Naval Air Station Pensacola, Florida where he worked in the naval hospital and also served as a driver for a captain. His active duty ended on August 21, 1973, and his time in the Navy Reserve ended after two years of active reserve service and one year of inactive reserve service. Creator An entity primarily responsible for making the resource Novakoski, Raymond Francis Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Naval Reserve Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/c7555e9ce76c31bd28349fc1c896f2a8.jpg d24e9a1a83a7ead0cc02cab1280d87c1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context DC-01 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source Seidman Rare Books. PS1064.B3 M75 1901 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-01_Bindings0431 Title A name given to the resource Mr. Munchausen: Being a True Account of Some of the Recent Adventures Creator An entity primarily responsible for making the resource Nowell, Peter (Designer) Description An account of the resource Binding of Mr. Munchausen: Being a True Account of Some of the Recent Adventures - Beyond the Styx of the Late Hieronymus Carl Friedrich, sometime Baron Munchausen of Bodenwerder, as originally reported for the Sunday Edition of the Gehenna Gazette by its special interviewer the late Mr. Ananias formerly of Jerusalem and now first transcribed from the columns of that journal, by John Kendrick Bangs, published by Noyes, Platt, and Company, 1901. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1901 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b051a417dc9e826f1a80a8390d7669d9.pdf cad0ed10b1cc1ea6cce5c132870fd727 PDF Text Text Young Lords In Lincoln Park Interviewee: Felícitas Nuñez Interviewers: José “Cha-Cha” Jiménez Location: Grand Valley State University Special Collections Date: 8/25/2012 Biography and Description Felícitas Nuñez lives in Bermuda Dunes, California. She and Delia Ravelo are co-founders of Teatro de Las Chicanas. The concept began when women of Movimiento Estudíantil Chicano de Aztlán (MEChA) brought their mothers to a university setting. There they organized a “Seminario de Chicanas” so that the mothers could understand what their daughters were going through. They wrote and performed “Chicana Goes to College.” And as a result of the audience’s positive response, Ms. Nuñez and Ms. Ravelo formed the Teatro de Las Chicanas. In the beginning years the core group consisted of just Ms. Ravelo and Ms. Nuñez, but many young women participated in the Teatro. Though working in San Diego, they were influenced by the leftist political ideals of the San Francisco Mime Troupe. They also united with the objectives of the Chicano Movement which included, among other things, social justice, bilingual education, and unionization. It also went further to address women’s equality. Several of the plays written and performed by the Teatro as well as the memories of their core members have been published in Teatro Chicana: A Collective Memoir and Selected Plays (2008). Most of the women who joined the Teatro came from farming towns throughout California and most of them were the first of their families to attend college. Around the early part of June 1969, Ms. Nuñez traveled to Chicago and met with the Young Lords who were transforming themselves from a local Puerto Rican gang into a human rights movement. One month earlier, the Young Lords had occupied the administration building �of McCormick Theological Seminary (today on the campus of DePaul University) with 350 neighborhood residents and held it for an entire week. The Young Lords won all their demands, including $50,000 seed money for two free health clinics, $25,000 to open up the People’s Law Office which still operates today, and $650,000 to be invested by the seminary in low-income housing. One week earlier, the Young Lords had occupied a huge United Methodist Church on Dayton and Armitage, which they were in the process of transforming to become the Young Lords National Headquarters. The church would also house their Free Community Day Care Center, Free Dental and Health Clinic, and Free Breakfast for Children Program. All these programs were modeled after the Black Panther Party programs, of which the Young Lords had recently also connected via Fred Hampton’s Rainbow Coalition that Field Marshall Bobby Lee had also helped to broker. After the take-over of the church, the Young Lords quickly made amends. They did not want to disrupt any church service. When asked by the press if the Young Lords were going to allow the church to hold service, Mr. Jiménez quickly responded, “that it was not really a take over as the doors were now open to everyone, and that he and other Young Lords were planning on attending the services, being led by Rev. Bruce Johnson.” Some members of the congregation left but the Young Lords started meetings with the rest of the congregation, and together they designed the People’s Church symbol and produced a button that showed chains being broken. The Young Lords were cleaning up the church and adding needed paint when Ms. Nuñez arrived and volunteered to organize a group of muralists. Inside the church, Ron Clark and others were painting a mural of Puerto Rican history in the gymnasium. Outside, Ms. Nuñez’s group painted the Young Lords symbol of ”Tengo Puerto Rico En Mi Corazón” or “I have Puerto Rico in my Heart.” This lettering was in purple, with a green map of Puerto Rico, and a brown fist holding a rifle. (It had been designed by Ralph “Spaghetti” Rivera and Mr. Jiménez. The first buttons were printed at the Green Duc Button Company at Lake Street and Halsted). Other murals that Ms. Nuñez and her volunteers painted on the church walls were images of Adelita, Emiliano Zapata, Lolita Lebrón, and Don Pedro Albizu Campos. Someone else, probably Ron Clark, painted Che Guevara by the side entrance to the office, with the lettering “Young Lords National Headquarters.” These wonderful murals could not be overlooked in Lincoln Park. Not only were they featured in the news, but Lincoln Park residents would drive by and stop in to see the various programs and activities, making People’s Church the center of the Lincoln Park neighborhood. By then most Puerto Ricans had been forced out of Lincoln Park and there was also plenty of room for others to join the Young Lords Movement. Hispanos representing all Latino nations joined the Young Lords, including members of other minorities, middle class individuals, workers, the very poor, and students. The Lincoln Park Poor People’s Coalition was formed and Mr. Jiménez was voted president. The Northside Cooperative Ministry, of which Rev. Bruce Johnson was a prominent member, was also established during this period, and it supported the Poor People’s Coalition and the Young Lords. Just sixty days before Mark Clark and Fred Hampton were shot to death, assassinated in a predawn raid led by State’s attorney Edward Hanrahan, Rev. Bruce Johnson and his wife Eugenia were also discovered in their beds stabbed multiple times, in a cold case that remains unsolved. The Eulogy was given at the church with Young Lords fully participating, providing security and traffic control. There was also a spontaneous march through the Lincoln Park Community where Rev. Bruce Johnson worked with the poor. Ms. Nuñez left Chicago unaware of the impact she had made in the Puerto Rican community and in Lincoln Park. The Teatro Chicana did participate in the impromptu Lincoln Park Camp in Michigan in the 2000 and the Young Lords 40th Anniversary celebration in Chicago in 2008. �Transcript JOSE JIMENEZ: Okay, go ahead. If you can give me your name and your -- FELICITAS NUÑEZ: Age. JJ: Age and where you were born. FN: I was born in Brawley, California; that’s very close to the Mexicali border. And I am almost 63 years of age, and my name is Felícitas Nuñez. JJ: Okay, Brawley, California. Where’s that at? FN: It’s in Imperial Valley where you have -- JJ: The mid part of -- FN: It’s on the lower part of California close to the border -- JJ: Close to the border? Okay. FN: -- of Mexicali. JJ: Okay, so somewhere -- FN: Very, very hot weather. And when I was first born in the late ’40s, it was a very rich cultural area in agriculture. JJ: In agriculture? Okay, what type of -- FN: They had tomato, (Spanish) [00:01:00] -- I mean, just a big vegetable garden that could feed all of California and more than that. JJ: Okay, so this is a rural area. So you had a farm? Did you own a farm or [anything like the?] -- FN: Oh, no, we worked in the farms of others who owned them. And initially when that originated, they said that the way they started claiming the land was if you 1 �could walk that land -- whatever land you walked, you could claim as your own, and that meant everybody. But I understand that historically, what happened is those that had horses-- specifically, you know, they were mainly Anglo people. They got on a horse, and rode around on the horse and claimed the land. And if they saw anybody on foot, which was mainly whoever couldn’t afford a horse, those were shot. JJ: They were shot? FN: Uh-huh. JJ: To death? FN: Yes. JJ: [00:02:00] Even if they lived there, they were shot there? FN: Well, everybody was claiming land at that time, so I don’t know if everybody there was recently immigrated into that land or really established. But it was a pretty new territory because irrigation had been in full bloom, you know, and those areas that are very dry don’t have a lot of cultivation. So when the canal system came into existence, it had a lot of potential in them. And just like I said, it was a vegetable garden for the whole state of California and more. JJ: So you said there was a canal system set up, or...? FN: Mm-hmm. JJ: How did that function? I mean, where did they -- FN: They got the water from Río Colorado. JJ: Río Colorado? Okay. 2 �FN: And that’s how they started that whole irrigation process. And I understand that that’s the way that the Salton Sea was formed because some dam broke or something, and it filled this whole space. And they call it a man-made sea, Salton Sea, [00:03:00] and there was a salt mine there at one time. And it went all the way to the bottom, so the water filled everything up and became very salty. And fish were able to thrive there at one time, but now with the pollution of pesticides, insecticides, herbicides, everything’s been dying. And, you know, now they’re not even having the Colorado River run through there like it used to because water rights are being claimed privately, and so all the water that’s been drying -- the wind picks up all of this, and everybody’s breathing this massive pollution contamination of the water and earth. JJ: And what was your mother’s and father’s names? FN: (Spanish) [00:03:54] Felícitas [Melina?] -- JJ: Melina? FN: [00:03:57] -- (Spanish) [Felino?] Nuñez. (Spanish). [00:04:00] JJ: (Spanish)? [00:04:13] FN: (Spanish). [00:04:14] JJ: (Spanish)? [00:04:28] FN: (Spanish). [00:04:29] JJ: (Spanish)? [00:04:32] FN: Uh-huh. JJ: So (Spanish)? [00:04:34] What was their names? 3 �FN: (Spanish) [00:04:39] Felino, Julia, Rosa, Josephina. (Spanish) [00:04:48] [Genaro?], Fidel, Raphael, (Spanish), [00:04:52] [Teresa?]. JJ: And what did they do? Where are they at now? FN: [00:04:58] (Spanish). [00:05:00] JJ: (Spanish). [00:05:30] FN: [00:05:31] (Spanish). [00:06:00] JJ: (Spanish) [00:06:06] -- what is that, Bracero? FN: Bracero? [00:06:10] (Spanish). [00:07:00] JJ: (Spanish)? [00:07:25] FN: (Spanish) [00:07:31] -- JJ: (Spanish)? [00:07:32] FN: (Spanish) [00:07:33] -- JJ: (Spanish)? [00:07:35] FN: (Spanish)? [00:07:40] JJ: (Spanish). [00:07:42] FN: (Spanish). [00:07:43] JJ: What is that? FN: (Spanish) [00:07:56] nurse’s aide. [00:08:00] JJ: Nurse’s aide? Okay. FN: (Spanish). [00:08:02] JJ: So I thought in the late ’40s, they were bringing Puerto Rican workers to some of the vagrant camps during that time, so maybe that’s when it happened or later. FN: Yeah, that -- 4 �JJ: Or it stopped -- FN: There’s, I guess -- JJ: -- (laughs) [with the ’60s?]. FN: -- an overall strategy on how things come about. I mean, it doesn’t happen accidentally. The fact that work from the outside is brought in, work that is not consciously organized to fight for their rights, because they’re desperate or they know whoever’s employing them are going to make the contract that -- these people are desperate, so they use that weakness to break whatever strength we had built up here in the United States already. Because the United States has an incredible history of people that fought for rights, and you know, we’re always [00:09:00] putting down the concept of communism. You know, they say, “Oh, you know, you’re a communist,” and you think, “Well, what is a communist?” And it’s a person that thinks of the commonwealth, that thinks about community, and talk about the model of -- what, you know, people admire a lot of Christ was that he was a very just person. In legend or history, whichever, he’s an icon of a image that shared broke bread, you know? And to be called a communist, I think, “Well, my goodness, what’s so ugly about that?” But, you know, it came up with McCarthy. You know, anybody that’s labelled that is really- tried to be put down. JJ: So now, were your parents Catholic, [00:10:00] or what’s -- FN: My mother especially was very religious, and -- JJ: But of what church? FN: (Spanish). [00:10:07] 5 �JJ: (Spanish), [00:10:08] okay. FN: But that was her sanctuary because she was a person that was very naive to begin with. She got into a relationship that was not good. My father was not a very good role model of a human person. In some respects, he was, but when it came to -- he was in the same general -- JJ: What do you mean by that? FN: -- arena where men think they’re superior to women. And then it happens, you know, that women start -- you know, sometimes women are more male supremist than men because they really take that to heart and really think that women should not come out of their roles. So my mother was very Catholic, [00:11:00] but at the same time, the church offered her sanctuary because of the abuse. You know, she had nowhere to turn, and church was a very acceptable place of sanctuary because it was respected by (Spanish). [00:11:16] You know, my father said, “Well, she didn’t go to a cantina to get sanctuary. She went to church to get sanctuary.” And she found a lot of -- JJ: So meaning sanctuary [around?] there -- FN: Where you go to a place, a sacred space, and pour out all of your woes and problems, and get that inspirational strength. And it can be anywhere, but -- JJ: So she didn’t go there to run away or anything. She just went there to pour out her [things?] -- FN: To enforce her spirituality. And, you know, I really -- you know, people say, “Well, are you religious?” And I don’t know. Sometimes to respond -- [00:12:00] I respect people have their religion, but I think in general, what we’re talking 6 �about is her spirituality regardless of what religion it is. The thing is religion becomes an ingroup. If you’re a Catholic or a Protestant, “No, you don’t leave,” but, you know, it sort of divides you. But in common, what we have is that quest, that need for spirituality enforcement. And that commonality to -- you know, that we are one, so religion in the institutionalized sense has done more damage. More wars have been caused in the name of God than, you know, what the image of what Christ was; you know, to love your neighbor, to share bread, to treat everyone as equals. And of course, you know, [00:13:00] that’s all we know because the Bible was written by man, and testament means “witness of testicles”, you know? JJ: Is that what it means, or...? FN: Yes. We don’t have a vagina-ment, you know, so in the Bible -- JJ: Okay, so that’s not -- you’re being a little facetious about that. FN: Well, no, I’m saying that we can accept testament, but we can’t accept a thing like vagina-ment. I mean, to say that vagina is one of the most terrible things that you can say is just offensive as communist. Vagina, communist, menstruation -it’s like, “Oh, my God,” you know? So all of that, you know, goes into my thinking of, “Yes, I do respect religion, but not when it controls you totally to where it puts you against another people just because they have another religion,” [00:14:00] because spirituality should not be property. To me, it’s, you know, connecting to the universe, connecting to the world, connecting to your neighbors, connecting to yourself as one. And that collective consciousness really needs to come out because what happens is the way we are taken over and controlled is by divisive 7 �means. Men against women, black against white, white against red, red against yellow -- you know, it just goes on forever. JJ: Okay, so you’re -- FN: And it just -- JJ: -- growing up in which valley? FN: Right now, I’m living in the -- JJ: No, but at that time, where -- FN: I grew up in Imperial Valley. JJ: Imperial Valley, yeah, okay. FN: And Imperial Valley is mainly [00:15:00] a rural area that was run by (Spanish) [00:15:05] that were Anglo. JJ: Oh, the (Spanish) [00:15:07] were Anglo? FN: Yes, uh-huh. And there, they -- JJ: But I mean, big -- FN: Yeah, big acres of -- JJ: -- acres of land? FN: -- agriculture. JJ: Or agriculture? FN: And all the workers were -- JJ: Where did the workers live? FN: The workers? We were lucky to be one of the fir-- well, I don’t know about the first, but my father had a steady job as a foreman, so that gave us more -- JJ: A foreman there at the -- 8 �FN: A foreman of the Braceros that worked in the fields that were contracted. JJ: Okay, so -- FN: So he was able to gain citizenship. My mother did -- JJ: But did he build his way up, or -- FN: No, he -- JJ: -- he just came in as the foreman? FN: Yeah, he migrated from Mexico, lived in San Bernardino for a while, worked in the trains -- JJ: So he had gone to school [or something to be?] -- except they hired him as a foreman. [00:16:00] FN: He was very smart with figures, and he knew English. JJ: He knew English. FN: He had already worked in the train station in San Bernardino that -- a lot of Mexicanos worked with the trains at that time, and then it started going down because the trucking industry started taking over. But the reason he left the train was because he ran off with my mother. He was about 21, and she was about 15, so they ran away. And then my grandmother put him in jail, so he had to marry my mother, but they ended up in Imperial Valley. And he was hired as a foreman for the Braceros. JJ: Okay, so since he was a foreman, we were talking about where you lived. FN: Yeah, we were able to -- my mother was basically the one that got us a house, you know, because they were living in carpets just like everybody else, (Spanish) -- [00:16:55] 9 �JJ: What do you mean? FN: -- (Spanish). [00:16:56] JJ: (Spanish)? [00:16:57] FN: Just a, you know, makeshift [00:17:00] tent, whatever you could find; sometimes branches or whatever, you know, you could put together to have shelter. JJ: Like a one-room whatever you could build. FN: (Spanish); [00:17:12] you know, dirt floors, and you know, she did the best she could. But then when my older brothers and sisters started working in the fields, she started thinking that they could have a house. And so they all put their money together, and they were able to get a house. JJ: So they were able to get a house, but still, they worked in the fields and -- FN: Oh, yeah, and then my mother eventually got a job in the hospital as a nurse aid. And that was against my father’s wish because he wanted the control, you know. So that was good, and also, she had a sister, my aunt [Aggie?], who started working at this store called Kress. And to us, that was a big honor, [00:18:00] you know, because she worked in a store, my God. You know, that was -- JJ: In the town? That was a town where -- FN: Uh-huh, in San Bernardino. She stayed in San Bernardino, my aunt Aggie, so that also gave us a -- JJ: So she was a big person, yeah. FN: Yeah, she was a big shot, you know, to us. My brother was a big shot because he drove a machine. I mean, Mexicanos didn’t drive machines or work at stores, 10 �you know, where they sold stuff, so that was I guess you could call a progressive side of the family in those days. But -JJ: Okay. So was there that kind of -- some people were looked on better than others, or...? FN: Yes. JJ: Okay. Was there -- FN: Anybody that newly migrated from Mexico were labeled as (Spanish), [00:18:50] wetback -- JJ: (Spanish)? [00:18:56] FN: Uh-huh, (Spanish). [00:18:57] JJ: Why? FN: That was a [00:19:00] derogatory -- JJ: A derogatory term? FN: A very derogatory -- JJ: (Spanish), [00:19:02] you say? FN: (Spanish) [00:19:03] because they crossed the wire. JJ: The wire? Okay. FN: Mm-hmm, but then that’s how we -- JJ: Then you said wetbacks too? Was that a thing? FN: Wetbacks, uh-huh. My -- JJ: They were calling each other wetbacks, or...? FN: No, the people that were already established in the little town like, for example, us. We were established more than the ones coming in, and that’s another thing 11 �that happens, you know. Every time somebody gets established, even though you come from that same root, now you’re turning around and putting them down. Before we came, you know, my mother crossed El Rio Grande. She was almost drowning, and she was about seven years old. So how they came across is illegally, but then, you know, a lot of people forget. You know, it’s like, “Oh, no, I’m a citizen,” but how did everybody start? I mean, Jesus, they say, “Well, [00:20:00] who’s an American?” We’re all American, and the Native American Indians are more American than any American that ever has set foot here, so there’s a thing, you know, within the Mexicanos where they say, “(Spanish).” [00:20:14] What do you mean, Americano? “(Spanish).” [00:20:17] Well, geez, you know, I’m an American, and I’m more American than the (Spanish) [00:20:24] who crossed the sea. If I crossed a river, they crossed an ocean. They crossed from the other side of the world. But even within us, you know, we have been taught to respect more that comes from way, way far from the other side of the world. And then, you know, here we are discriminating the people that have roots, that have a history, that have an origin. So it’s a lot of internal scars that we have, weaknesses that we have, that we [00:21:00] have to supersede by educating ourselves because if you don’t have education, your outlook is very, very limited. And you become very prejudiced, very greedy, advantageous, and it just goes on and on. It’s a vicious cycle where you destroy your own nest. You know, they say we are the only species that soil our nest, and that’s because, you know, the ones that have the power to do so much are polluting the world at a faster rate than has ever been known. We are destroying 12 �the waters, the air, the earth, so what does that mean? We’re destroying our own nest because -- what can we do without Mother Earth? And again, you know, that goes back to [00:22:00] religion. When did religion become male? So that’s very imbalanced already, the philosophy of the world. “Oh, men run the world.” Well, geez, you know, the world is female, so once men become superior or even -- like I said, some women are more male supremist than men. If a woman is inferior, she can be divided. She can be raped. She can be abused. She can be polluted. So can the earth. The earth can be divided, sold here, prostituted, polluted, but what’s even more sadder is the concept that you can do both to the mothers and then Mother Earth. Well, then all the children that come of women are vulnerable for exploitation. [00:23:00] I mean, even in the Bible, what is one of the reasons to baptize? Because in the Catholic churches, for example, and I don’t accept this, if you’re born from woman, from a vagina, you’re dirty. So you have to be baptized and cleansed. Why do we accept that? If you see a child, this infant -- you’re holding it, and you’re thinking like, “Where’s the mortal sin?” But we accept it or we don’t understand it, and so we have baptisms, and we go along with the show and have a big party and get drunk. And it’s an excuse to party, but we’re not understanding exactly what we are accepting. So I don’t know where we’re going with this, but anyway -JJ: No, because you mentioned Mother Earth and trying to see [00:24:00] the Indigenous people, so I was going to ask for your other worldviews also and things like that. So where does this come from? 13 �FN: The taking over of patriarchal religion destroyed the Indigenous Native religions because they were based on respect for Mother Earth. If they did something, they would say, “Well, if we organize this way or we manage this way --” because the land was owned communally at one time. And so their thinking was, “If we do this, how is it going to affect the next seven generations?” So you can’t think like that in our modern world because you’re going to make profit to hell if you’re going to kill your own kids in the next 10 generations. You don’t care. You’re going to make money. You’re going to profit, so it’s hard [00:25:00] for us to think, “Well, if I put these pesticides into this plant, it’s going to kill the bug right now, and it’s going to grow a big crop. And I’m going to have all this.” And then you say, “Well, what does it do to the human body? What does it do to the animals around? What does it do to the birds?” And in that mentality, you’re going to make a profit. You don’t care. You don’t care if it’s going to kill thousands of birds, if it’s going to pollute the water, if it’s going to ruin people’s kidneys, if it’s going to kill children, or it’s going to cause asthma for the next 10 -I mean, the mentality’s so -- JJ: Okay, but where do you begin thinking like this, you personally? FN: I personally -- well, because like I said, spirituality is something that [00:26:00] needs to flourish in all of us. JJ: But I mean, when did you start thinking about spirituality and Mother Earth? Was that, I mean, from birth, or...? FN: Oh, no. At one time, I was very, very Catholic, although I questioned a lot of things, because I was brought up -- like I said, my mother was the one that found 14 �sanctuary in Catholic, so I can respect that to some extent, she needed that. So we were brought up very Catholic by my mother because my father was gone. My father was out of the picture. I mean, he would come in and out and -JJ: And what do you mean? He just left? FN: Well, no, he worked and then -- JJ: But he wasn’t around? FN: He really wasn’t around. JJ: So where did he hang out at? FN: At the bars. JJ: At the bars? Okay. Did he have a drinking problem or just -- FN: Yeah, but we called -- it was a man thing to do. JJ: A man thing to do, okay. FN: But it wasn’t called alcoholism. [00:27:00] And then -- JJ: So he drank every day, or just on weekends or...? FN: I don’t know because I was too young. I was the second youngest, but -- JJ: Okay, but he did go to the bars and to -- FN: Oh, yeah, but my oldest brothers and sisters -- maybe they don’t want to remember, but like I said, he lacked in being a responsible parent, what I think should be a responsible -- or even just to yourself where you don’t abuse other people. Anyway, so -- JJ: So you don’t -- FN: -- I was brought up in the Catholic religion, and I had a lot of questions. “How could this infant have mortal sin,” you know, was one of my questions when I was 15 �very, very young. But then I would see -- you know, my mother was very principled. She was very honest. She was very devoted to her family, her children. She loved us all. Even though we were all very different, she never discriminated [00:28:00] or favored one over the other, although she did hold that thing that -- if you were a woman, you had to make the beds. (laughter) She had that, you know? It was ingrained already, but in other respects, she was an incredible woman that -JJ: So you had to be a cook or something like that if you were a woman? FN: Yeah, you had to know how to make tortillas because who was going to love you if you didn’t know how to make tortillas? And then she was -- in the religion, you can’t help but get a lot of this same male supremacy sense. You know, we didn’t bow down to a female God. We bowed down to a male God only. So I became very religious up to the point where when I was already in 11th, 12th grade, I didn’t know how I was going to get out of the house. I wanted to get out of the house, but I knew that to get married would be not for me. If I ran away from the house, where would I end up? [00:29:00] How would I live? So I -- JJ: Because of your mom or because of your dad, or...? FN: Well, because I started thinking. JJ: Because you started thinking, okay. FN: Because my mother said if I ran away, she was going to put me in juvenile, so that was going to be a history of going into -- JJ: You started challenging weakness? 16 �FN: Mm-hmm. She was very, very stern, and she was my biggest enemy. But then now, I think -- because I wanted to run around like crazy, you know? I mean, and everybody does. When you’re young, you just want to cut loose, but you don’t understand the responsibility of freedom. You don’t understand the responsibility of liberty, and are real naive, so she had a good control on me. She used to say I was the worst one of all the family because I used to question things a lot, so in a way, I’m very grateful that she -- JJ: Did she tell you that directly at a certain point? FN: [00:30:00] What did she -- JJ: When did she tell you that? FN: Tell me what? JJ: That you were the worst one? FN: Oh, just in talking -- when I started getting a little bit better because when I was by the age of 16, 17, she used to say, “(Spanish).” [00:30:16] But basically, because I questioned everything -- you know, she would say, “(Spanish).” [00:30:26] And I would say, “(Spanish)?” [00:30:30] Oh, my God, it was like, “How could I even come up with a question like that?” Or, you know, when I wanted to go out, she would say, “(Spanish),” [00:30:46] and I was so mad. And then, you know, she would just -- sometimes I think I caused fear in her because I would say, “Well, I don’t want any kids, you know.” “(Spanish)?” [00:31:00] “You know, I don’t even want to bother with that,” and I was shocking, I guess, to her. And sometimes I feel bad because I caused her a lot of grief, but she was very, very strong and very principled and very high morals. And that, I learned 17 �from her. So like I said, I was in 12th grade, and I even thought of becoming a nun. JJ: What school did you go to? What school was this? FN: Let’s see. I went to Miguel Hidalgo in elementary, and we never knew who Miguel Hidalgo was. I had picked up a book and started learning who he was, so when I transferred to a Catholic school for two years, I was very proud to say in seventh grade that I came from Miguel Hidalgo. And most of the school that I was at -- you know, they looked down at you because, “That’s dirt, you know, you come from.” But I thought geez, you know, it was a Catholic school. [00:32:00] They would uphold somebody like Miguel Hidalgo, you know, who fought within the religion, and no, it wasn’t like that. JJ: Yeah, who was Miguel Hidalgo? FN: (Spanish)? [00:32:10] JJ: Who was he? FN: He was, in history, a priest that stood up for the common good -- he was a communist, I guess you could say, you know -- and equality within the religion itself. Just because you were a Mexican didn’t mean you couldn’t be a priest or an archbishop or whatever. And I think that was mainly what I remember in history, you know, that he fought for the Indigenous people to be dignified and to be respected. So it didn’t go well in Catholic school. JJ: You wanted to be a nun. FN: [00:33:00] Well, at that time, I was really out of bounds, you know. JJ: Out of bounds? 18 �FN: Yeah, I rebelled, I guess, a lot, and those were probably the most trying years for my mother. But what I first told you -- the reason I wanted to go to Catholic school is because I also sensed that there was a (Spanish) [00:33:27] like you were going to be doomed to go to another public school on the other side of the tracks. And it didn’t look very good because when the principal from Barbara Worth came and gave a whole spiel on more or less the routine of what it was to go to the other side of the tracks to a place called Barbara Worth, the main questions that came from us in my peer group was, “Well, you know, what if you play hooky? What’s going to happen?” And all they talked about [00:34:00] was, “What if you offended the rules? What would happen?” And so, you know, of course, they would tell you, “Well, you’ll be punished for this. This is the punishment that’s going to happen.” And I kept thinking, “Well, why are they just talking about that?” And there was also another reason. You know, I was a real big flirt, and I heard that the girls at Barbara Worth were going to sort of kick my ass because I was flirting with their boyfriends or whatever, so I thought, “Oh, my God, I don’t want to go over there and get, you know, beat up.” So I told my mother, “I want to go to Catholic school,” because, you know, she was a hard worker. And she goes, “(Spanish)!” [00:34:42] You know, she thought I was wanting to be a nun from then, I guess. She thought I was, you know, very Catholic, but I had my personal intentions. But even then, I was curious about, you know, the difference, and I did [00:35:00] have ambitions to get out of the house somehow. But I didn’t know, so I figured, “Explore, you know? Adventure into unknown territory.” So then I did, and then I went to high school. And I still 19 �didn’t know how I was going to get out of the house, so I figured that I could become a nun. And then you read the story of Sor Juana Inés de la Cruz, you know. JJ: Who is she? I don’t know her. FN: She was a person that had a lot of chances to get married. She had admirers, but she chose not to. And she became a nun, and I think mostly because she was a writer. She was a poet, and you couldn’t be both. It was very difficult to be both a poet or an artist, a writer, and be married because when you get married, you’re supposed to hang on or be subject to be controlled by your [00:36:00] male partner. So I think that that was very significant about her, but I wanted to become a nun because I wanted to get out of the house and under the control of my mother. And that was my reason, you know. It -- JJ: Now, she didn’t control you physically. It was just her -- FN: No, physically, I didn’t go to wherever I wanted. I wanted to be out on the streets, but she kept me home. I mean, I couldn’t go out of the house -- JJ: Oh, okay, I see. FN: -- at 12:00 of midnight and ride around in a motorcycle or whatever you all do, (laughter) but I did try. So luckily, EOP came around, and not only that -- JJ: What’s EOP? FN: Educational Opportunity Programs, and it was through the efforts of Johnson’s war on poverty. But of course, behind that was the Civil Rights Movement; people that gave up so much, you know, that [00:37:00] dared to say, “I’m human. I have dignity.” And so many people that gave up their lives and gave 20 �up so much so that I could go to school, and so that’s how I got into school. But also, what was ironic is that I had an older sister who became a registered nurse, probably the first one in the family or the whole Clan de Nuñez -JJ: What was her name? FN: Rosa. Probably in the whole nation, she was the first registered nurse, (laughter) but the reason she got into nursing school was because she was going to be like my mother, a nurse aid. Got into the hospital working, and she was taking care of this patient who was a ranchero. And this ranchero knew all of the Nuñez clan that worked in the fields. I mean, my father came from a [00:38:00] family of 12, so -- JJ: He came from a family of 12, and there was 11 children too with -- FN: Yeah he had, with my mother, eleven children, but he had a big family. JJ: So there was a big clan in that area? FN: Huge, so -- JJ: In Imperial Valley, okay. Are they still there? FN: A lot of them are, and a lot of them have moved into LA and further on up San Jose. So anyway, this ranchero knew all of the (Spanish) [00:38:34] and about four or three sisters over there. And when he found out my sister was working there as a nurse aid, out of somewhere, this ranchero who had a lot to do with the exploitation of labor -- I mean, because you weren’t paid. I mean, the profit that they made was never compared to the wages that were paid. [00:39:00] He asked if she wanted to be a real nurse; I think that was the term, real nurse. And my sister, I guess, probably didn’t really -- maybe she knew a little bit more, and 21 �she said yes. In other words, a registered nurse. Not just a nurse aid because, you know, you have more responsibilities as a registered nurse, so you have to be more educated in terms of administering medication and side effects and reactions and what to do, and reporting to the doctor and keeping maintenance. And he sent her to school, and he put it in his will before he died -- he was dying -- that her education was going to get paid regardless whether he was around or not. And the family abided by that, and these were the oppressors, you could say; the people that, you know, took advantage of cheap labor. JJ: You’re talking about the ranchero FN: Yes, this ranchero [00:40:00] I don’t know his name, but -- JJ: Did you look at him as the oppressor at that time, or no, you didn’t know that -- FN: Oh, no, but I mean, when you start learning how the Imperial Valley -- I didn’t know about the history of the Imperial Valley, you know, how the land was occupied -- JJ: What do you mean? FN: -- how the land was controlled by only blancos JJ: Okay, occupied meaning that it used to be -- FN: That the land was there for people to use and make use of. You know, if you walked around a piece of land, you could own it, but then those that had horses used the horse to claim the land and then shot the ones that were walking, which was mainly Mexicanos, you know? That’s the history that I know of. And then at one time, they did have lawyers coming in from out of town, and I think some of 22 �’em were hanged before they got into town because they were in defense of the common [00:41:00] good. So yeah, I -JJ: So Rosa’s education was being paid for? FN: Yeah, my education was paid for with the lives of so many people. Any educational opportunities was what it came out to be. But as far as how I become spiritual or aspired to the spiritual is through education, and now this education was not just in a classroom. A lot of our education in those days, especially when you and I were young, was outside, you know, in the (Spanish), [00:41:45] in the study groups that we had to understand the situation better. Later on in life, you know, it took -- and I’m talking about [00:42:00] my retirement now. When I was in my fifties, I started going back to school as a hobby because I love education. I love, you know, this curiosity that I have, right, so I took philosophy, the psychology of women, and the Old Testament and the New Testament, and art. Oil painting, watercolor, you know, whatever, and so that’s when I started getting into mythology. And then I came across Carl Jung, and oh, my world changed. It was like I fell in love with this person. JJ: Who is Carl Jung? FN: Carl Jung is a psychologist, and he clashed with Freud because Freud was very dogmatic. I mean, Freud was talking about penis envy, and he was talking about, you know, knowing the mind. [00:43:00] You could call it playing on our weaknesses and misinformation of male supremacy, and Carl Jung couldn’t go along with him, and they had a breakup. But I think what Freud brought to the 23 �front was the aspect of dreaming, you know, how important dreams are, and then Carl Jung took it to a -JJ: [Another?] -- FN: -- more explainable way, and Joseph Campbell too. I mean, Joseph Campbell and Carl Jung were very much -- JJ: Similar? FN: -- the same, uh-huh. The respect for the big dream, the acknowledgement that the little dream -- you know, as an individual, how you can use dreams, omens, or -- a way to prevent further damage, or a way to aspire to higher goals. But the big dream is like the [00:44:00] collective consciousness, and the building of a better world instead of the building of a world where you’re going to destroy it due to greed, to putting profit ahead, you know, of -- JJ: So are you more into it because the social or the mental health of it -- because you were into nursing, and these are kind of the same philos-- I mean, they’re into psychology, right? FN: Mm-hmm. Well, one of the reasons -- when I was very young, I always wanted to be an artist, an actor. But my father, in this way, was practical. He says, “(Spanish).” [00:44:42] And I would think, “God, you know, I guess the concept of starving artist for the...” So I always saw, you know, that I had to have a profession where I could eat and be comfortable, and [00:45:00] then I had my older sister, Rosa, as an example of the feeling that you can depend on yourself and not have to bow down to anyone else. So I always wanted that, and I never wanted to get married. And I never wanted to have children, and I never wanted 24 �to go back to work in the fields. And maybe the reason -- because, you know, you’re very badly paid. JJ: Because you did work in -- FN: In the fields, yeah. JJ: -- the fields for yourself for how long? FN: Only when I was basically young. I think I started when I was in seventh grade. I worked with a family member, and I used to get the boxes of the (Spanish), [00:45:48] but she says, “(Spanish).” [00:45:50] You know, told me, “You let the family name down,” so -- JJ: So you had to work hard, eh? FN: Unloading boxes, you know, up there on the trucks and [00:46:00] stuff, but it was sort of not out of a great need -- JJ: Because that is that culture, right? You’re there, and you know it’s hard work, but somebody’s putting even more pressure on you to do it faster and -- FN: Uh-huh. But in a way, it wasn’t out of great need, you know, because the money that I did make, I used for clothes to go to school. And the other thing that I did when I made my first big money according to those days -- I actually promised that I was going to give to the church too, and I remember putting 20 dollars in the basket, a 20-dollar bill. In 1964, that’s a lot of money, tons of money, but I did it. And at that moment, it was like a promise to myself that when you say something -- that’s what I learned from my mother -- [00:47:00] your word is very, very precious. And it’s not something that you mess around with, so when you 25 �give your word, if you don’t, you know, go through with it, what kind of a human are you? So she really put that into me. JJ: So you’re an artist? FN: Well, an artist at heart, but I became a registered nurse for practical reasons. JJ: Right, but what type of artist? I mean -- FN: (laughter) Well, I always wanted to be an actor, and I love art. You know, I go to this group, and I say, “I just love art. I love artists, you know,” and that’s usually my intro. JJ: But what type of art? FN: What type of art? JJ: Because I mean, [00:48:00] I’m not that, you know, [endeared by?] art, but I mean, I kind of -- FN: What happened with me with art too is that I never really took it serious, and I’m talking about drawing and painting and stuff. So when I was taking classes in oil painting -- you know, you start getting into understanding who Da Vinci was and Picasso, Diego. And then you read a little bit of the history. You know, Diego was a communist. Frida was a communist. Picasso was a communist, and you’re thinking, “Well, geez, you know, artists are supposed to be apolitical.” You know, that’s the understanding that comes across. Andy Warhol, for example, became very famous, and you’re thinking, “Well, all he did was a bunch of prints of a tomato soup can or Marilyn Monroe in different colors.” So you don’t understand, and you’re thinking, “Well, what’s the big deal, you know?” And so then you start [00:49:00] reading, and again, here comes education, that he 26 �appealed to the manufacturing of goods. So he appealed to the whimsical, the upper class; you know, the manufacture of goods. And so now, I look at those prints -- for example, Marilyn Monroe -- and say, “Okay, I got to get my boobs fixed. Oh, I want a pink shoe, a yellow shoe, blue shoes.” And again, you know, it’s like what I brought up earlier. You baptize your kid when they’re infants because they have mortal sin, and you really don’t understand it, but you have a big party. So, you know, now you look at these pictures, and somewhere somehow in the background, you say, “I have pink shoes, but now I need blue shoes.” And do you need them, or is it just this consumerism that we have gotten into? You know, it’s like a [00:50:00] infection, you know, that has taken us to this barrage of commercials. If we invested more time into education than in commercials, can you imagine where we would be? This country supposedly is one of the most richest countries in the world, and yet our education is at a very low level. Our health is at a very low level, and the processing of food -- we don’t understand what we’re doing to our children feeding them potato chips. All of the hormones that go into beef, antibiotics to keep ’em from rotting -- I didn’t know what veal was. I’ve never had it because it was always so expensive, but I always wondered. And when I read what veal is -- you know, you put a little cow in [00:51:00] a box, and you don’t let it move, but you inject it with antibiotics the whole time so that it doesn’t rot. So then this meat is what you eat, and it’s tender and everything, you know, what they say about veal. And you’re thinking, “Oh, you know, how can you eat that,” understanding the background. And this 27 �is why education is so precious. It’s incredibly precious, and to survive, to thrive, you have to educate yourself. JJ: So you went to that high school. What high school was this? FN: I went to, I’m sorry, Brawley Union High School. JJ: And then how -- FN: I went to Our Lady of the Sacred Heart School, but I remember one time doing a paper, and I put Our Lady of the Sacred Heart. But I didn’t know it and I misspelled it, and I put Our Lady of the Scared Heart. And I did it unconsciously, [00:52:00] but now I wonder -- you know, because well, first of all, spelling, right? But I remember the nun getting up there in front and just lecturing us about disrespect, and I was, the whole time, wondering why was she going on and on. Well, it was based on the title of my paper, Our Lady of the Scared Heart. But yeah, from Sacred Heart, I went to Brawley Union High School. And then from Brawley Union High School, I was able to get into what they call San Diego State College in those days. And then it was changed to San Diego State University. JJ: Right. There was a lot happening at San Diego State University over there at that time. Alurista was there, right? FN: Yes. JJ: And then -- FN: Nationalism at its highest peak. JJ: Okay, well, explain who he was and what he -- FN: Alurista -- JJ: Because I met him in Denver, but I didn’t know -- 28 �FN: -- as far as I understand, was a -- JJ: [00:53:00] -- too much about him. FN: He was from Tijuana, then he was able to go to high school here in the United States. And then he got into San Diego State, and he became a poet and read up a little bit on Aztec history. And well, at that time, he was the know-it-all on culture, so -- JJ: So know-it-all meaning -- FN: Meaning that -- JJ: -- he was well-known? FN: -- the younger ones that were coming in, you know, used to think, “Well, geez, you know, he knows a lot.” JJ: And didn’t he come up with the concept of Aztlán, or...? FN: Well, I guess, yeah, but when you -- JJ: But he was a know-it-all of Aztec -- FN: Yeah, he was probably the one that knew the most at that time, and we thought - but that’s a whole other area to cover. But did you [00:54:00] want to go into that now? JJ: Just briefly if you know. FN: Yeah, he became a poet. And because we knew him personally, we didn’t really swallow everything. I mean, at least I didn’t, and I know my friend, Sylvia, who was my hitchhiking buddy -- we ventured out of the box. I mean, as it is, we ventured out of the box when we left our homes. Then, you know, we get into San Diego State, and we venture out of the box when everybody’s in the high on 29 �nationalism to the point where it almost becomes fascist, you know? Everybody goes, “(Spanish).” [00:54:39] And you go, “Wait a minute. You know, here we go again, the ingroup thing.” And so Sylvia Romero and I came together at some point when we first started San Diego State. As a matter of fact, I heard from her that she thought I was just a (Spanish), [00:54:58] you know, [00:55:00] from Brawley. JJ: What’s a (Spanish)? [00:55:01] I’m sorry. FN: A (Spanish) [00:55:02] is a very rough, I guess, character that paints their face a lot, and is very cool and very rough. This person can be very rough, but yet she’s very controlled by men. That’s what I think, you know. They have a tendency to want to be, you know, themselves, but then somewhere, it gets -once they have children or once they get into drugs, that stops. So she thought I was a (Spanish). [00:55:39] And then one time, she was rooming with my friend, Maria Sanchez, who was from my hometown, and I was all dressed up. We had gone to a fraternity party, me and our school friend, Henrietta, and I was all dressed up. JJ: Who was your fraternity? FN: It was a fraternity, the [Gabachos?], you know? JJ: Oh, the [00:56:00] Gabachos, yeah. FN: Uh-huh, and that’s because it’s known as -- JJ: The Gabachos is what? FN: The Gabachos? Anglos. JJ: Anglos, okay. 30 �FN: And it was known as a party school, so hey, I wanted to find out, you know? I didn’t care. I mean, I wanted to explore, so we went to it. And I was all dressed up, and I was waiting for Maria Sanchez to come -- I don’t know where she was at -- and Sylvia was there. And she kept looking at me, and I thought I was -after a while, I said, “You know, I better go because I don’t know what time she’s going to be in, but tell her I dropped by.” We lived in the Olmeca dorms at San Diego State. And so from then on, she had a different impression of me, so then that’s how we started hitchhiking and how we started sharing our views to some extent. JJ: Hitchhiking where? FN: To San Francisco. JJ: Okay, right before that? FN: Uh-huh, and then she was also with me -- JJ: What year was this that you did that? FN: Oh, probably 1969 -- JJ: Sixty-nine. FN: -- 1970, something like that. As a matter of fact, we got picked up by Cesar Chavez in his cart. [00:57:00] Oh, but she was the one that was in Denver, Colorado with me to the Denver youth conference that Corky Gonzales -- when I met you. JJ: Okay, but this -- what was the Denver conference about? Which one do you mean? FN: The Denver conference -- what was it about? 31 �JJ: Because for us, that was a big, you know -- FN: Oh, geez, I had no idea. I mean, first of all, I thought I had gotten out of the box when I had left my home, but I was just going to go get my nursing degree and go work as a nurse and have my place. I always wanted a bunch of cats, and that was -- you know, be independent and have a bunch of cats in the house. That was my dream. And so we get there to San Diego State, and I never was even in an organization, first of all, because my mother couldn’t really afford -like I said, she had tight reins on me [00:58:00] for the longest time. And I think she did it because I was probably the most wild one, so I couldn’t even be -maybe I would’ve pushed it, but I wasn’t in any volleyball teams or any athlete teams outside of schools and no organizations at all, nothing. So I was introduced to San Diego State, and they had this MAYA program, Mexican American Youth Association. And I thought, “Wow, what’s an organization? You know, what do they do,” this, you know, curiosity because I got the sense that because of people’s struggles, I was able to get into school. That was one of my initial understandings, so I felt an obligation to this organization. And then through them, I got to go to the Denver conference, and it was a youth conference. And I really had no idea what it was about expect that it was this man called [00:59:00] Corky Gonzales who had this poem, but you know, even with that -- JJ: What was the poem? FN: Yo soy Joaquín. JJ: Yo soy Joaquín, okay. 32 �FN: Which was very, very powerful, but still, I had a sense of being left out. And yet, it was a sense of pride. JJ: He also was a boxer at one time, right? FN: Yes. But basically, what was emphasized was the respect, the dignity, the power of the male image. But I still thought I had a chance, you know, because it still gave me pride. Because, you know, being from that culture, that background, I identified with it on an equal basis, although I didn’t sense it too much from the poem until years later. I go back and read it, then I go, “Whoa, where’s the women,” you know? (laughter) But either way, it was a step just like MAYA was a step into being proud of my identity. [01:00:00] You know, in school, I was known as Phyllis [Nunns?], and I became Felícitas Nuñez. And I was always like, “God, you know, why did my mother give me this name? You know, who has a name like that?” And now, it was like, “Whoa, my name is Felícitas,” and I wasn’t embarrassed or ashamed of it. So we go to the Denver, Colorado conference, and oh, my God, it was immense. It was like being in an ocean. JJ: And what year was this? FN: Was it 1969? JJ: Sixty-nine or ’68. FN: Sixty-nine. JJ: Or ’69. FN: And that was my first introduction to a massive -- JJ: Who was there, and -- FN: Who was there? 33 �JJ: -- what kind of population? FN: Basically Mexicanos that I knew of, and that’s where I discovered [01:01:00] that my cousin, Manuel Delgado -- because I saw him on film getting beat up. The concept of Third World hadn’t entered into my life yet, and that’s how I connected with my cousin into the Third World and started hitchhiking to San Francisco. JJ: Mm-hmm. He got beat up, you said. What do you mean? FN: He was one of the leaders in the Third World at Berkeley; you know, students fighting for -- JJ: What’s his name again? FN: -- recognition. Manuel Delgado, and he also put out a book called The Last Chicano. JJ: The Last Chicano. FN: So he -- JJ: So he was getting beat up by the police? FN: Uh-huh. JJ: Oh, he did. FN: Yeah, he did by the police, but that’s how I recognized him at that conference. And one of the persons that was there already that I got to know later was Manuel Gomez. JJ: And who was he? FN: He was also at Berkeley, and he knew my cousin. So anyway, it was -- JJ: And who were some of the other groups that were there? 34 �FN: The other groups? People [01:02:00] I didn’t know. There was a lot of students. And I remember we were sitting down, and Alurista was there, the great poet, I guess. And these young girls came -- JJ: That’s where I met him. I didn’t -- FN: “Oh, Alurista!” And we’re looking like, “What’s wrong with them?” You know, they looked like kids that were very excited by this guy that we knew, and we were like, “What the hell’s going on here,” you know? (laughter) But that was them from the outside and us from the inside, you know, having a different view or, you know, sense of saying, “What’s the big ruckus about,” right? But I think most of the people there were Mexicanos from all over. Very, very exciting, but I guess, you know, what caught my eye was the Young Lords. Oh, and talking about, you know, Sylvia and I going out of the boxes from our house and then into an organization, and then into Denver -- well, at Denver, I do recall, you know, that the people from San Diego wanted to [01:03:00] stay in a little group. And Sylvia had this, I think, sense of also exploring because we didn’t stay with a group. I mean, it was like, “Hey, you know, keep connected,” but this was a time to just explore. And I remember them going, you know, like this, and we were just going, “Hey!” (laughs) JJ: Who was they? FN: I think I remember -- JJ: Some of the Young Lords? We were doing that, or no? FN: No, the ones from San Diego State. JJ: Oh, from San Diego State telling you -- 35 �FN: Yeah, and -- JJ: -- “Come onto our group.” FN: -- we were just waving to them, “Bye,” you know. And I remember sitting next to one of the Young Lords, and he called himself Che because he says the police were after him, and he didn’t want to say his real name. And we’re in the picture. He’s in the picture with me and -- JJ: Oh, that’s him? Okay. FN: Maybe I should’ve brought that book or -- it’s all worn out. JJ: No, you can bring it here later. We’ll get that later. FN: But what really, really caught my eye was you. [01:04:00] JJ: Cut this. (laughs) FN: No, you can’t cut this. I had never seen a human like you. I mean, you were white, and your features were Negroid, and then you had blue eyes. And then with the purple beret that you wore, I just -- “What the hell is this,” you know? (laughter) I mean, it was almost repulsed, and then attraction at the same time. It was an incredible -- I don’t know. To me, it was the highlight of the whole Denver conference. And of course, probably a lot of other women fell for you at the same time, but that’s what I remember very significantly. Later on in talking to -Iris Morales? JJ: In New York? FN: Uh-huh. JJ: Yeah, Iris Morales, okay. FN: Uh-huh. She said that [01:05:00] at the heighth of -- and I remember there was -- 36 �JJ: Because she was there too. I didn’t know that until today. FN: -- fist fights because you had the nationalists fighting the internationalists, and the concept was the class struggle. And the ones from Berkeley were more exposed to the third world concept of class struggle, (Spanish) [01:05:25] then you had the other ones that were real Mexicanos. “Oh, no, we have to stay with (Spanish), [01:05:28] and our women have to be with us,” and you know, that kind of thinking, but that happened. And what was the worst part is, again, the ingroup, the limiting, the exclusiveness that comes around. And Iris says that she had forgotten or maybe put it out of her mind because it was so painful to think about it or even try to think about it that the Young Lords were told to get [01:06:00] rid of the brothers that were dark. JJ: Okay, and let me just make sure that we get this. Iris Morales is from the -- FN: From the New York -- JJ: -- New York Young Lords, okay. FN: And she -- JJ: And now, you said about getting rid of the brothers that were dark -- FN: That were Black, that looked -- JJ: Who was told that? FN: The Young Lords from New York. JJ: Oh, were told to get rid of the -- FN: Or get them out of the conference because they weren’t the right color. They were too dark. JJ: Oh, at the conference, you said? 37 �FN: Denver conference. JJ: Oh, I didn’t know that there was some -- okay, so there was -- FN: And she said that -- JJ: Because there was two conferences. Maybe they were at the second one. FN: Oh, maybe that was the second conference. JJ: They were at the second conference because the first one, I think, was maybe Chicago Young Lords at that time. FN: Did you guys have any -- JJ: But I mean, she was there too. Like you said, she was there, but then there was the next -- we went to the second conference there the following year in ’69. So we did go to that, and then there was one in ’68. Was there -- FN: I don’t remember that one in ’68. JJ: Okay, but maybe that was in ’70 that they went to. FN: Mm-hmm. [01:07:00] So that was just an example of, you know, how limited our views are that Iris said, “You know, how could we tell our Black brothers to leave the conference?” And (Spanish); [01:07:13] you know, brown, or -- JJ: Yeah, I wasn’t aware of that. So that happened in -- FN: That happened. JJ: -- what, probably the ’70s? FN: Probably. JJ: And again, I’m not sure if that -- FN: But Iris could bring it up. JJ: But she did say that that happened? 38 �FN: Yeah, so they left. They all left. JJ: But who was telling ’em to leave the conference? FN: I guess the leaders who were organizing the conference. She could tell you more, but the -- JJ: Okay. Like you said, there’s racism within our communities. FN: There’s racism within the family. I mean, when you have a child that’s lighter, you’re going to -- you know, it happens. You know, the one that light is always told how beautiful she or he is compared to the darker ones. JJ: Right, [01:08:00] that is -- FN: But that’s what I mean. We carry the scars so deep. JJ: Right, because my mother was excited. She says I’m going to be a lawyer because I’m light-skinned, and I told her, “Well, when they go to court...” (laughs) But -- FN: Uh-huh, you went to court too. So yeah, that’s what Iris remembers, and I -- JJ: And the conference was very -- you know, it impacted us. How did it go for -- FN: Oh, we came back as MEchA, which was, in a way, a good concept because it was uniting all of the school organizations in the universities. And at the same time, it started taking away the autonomy. You know, if you’re moving your fingers, you don’t have to move your feet and vice versa. But when it’s all under one control of heading, everybody’s [01:09:00] got to move, and you got to balance it. You know, “Yes and no, yes and no.” But what happens is the MEchAs got controlled by more of the administration coming from the institution. JJ: Can you explain to me -- what is MEchA? I mean, what is it? 39 �FN: MEchA’s Movimiento Estudíantil Chicano de Aztlán. JJ: Aztlán, okay. And so you came up with that concept, or other people -- FN: No, we went back with that concept of the -- JJ: But why? Was there a MEchA group there already, or no? FN: No, we were MAYA. JJ: You were MAYA, but you turned into MEchA. FN: Uh-huh, and then there was -- JJ: So MAYA turned into MEchA? FN: Uh-huh. All of the autonomous organizations in the universities had their own names like -- JJ: So MEchA was a coalition name? FN: Mm-hmm, yes, like an umbrella. JJ: Like an umbrella, yeah, okay. FN: But at the same time, they get -- JJ: So what were some of the other groups? What other -- FN: You know what? I don’t remember, but -- JJ: Okay, but there were a lot of [01:10:00] autonomous groups -- FN: Mm-hmm, there was a lot of the -- JJ: -- and then MEchA became the umbrella? FN: Mm-hmm. But the autonomous groups were, I think, more united in our concept of political consciousness, collective consciousness. Later on with MEchA, it becomes more watered down, and maybe because of the times too, you know. JJ: Collective consciousness. What does that mean? 40 �FN: Collective consciousness? That all of us wanted to do good for the greater, and - JJ: It becomes watered down as that -- FN: Watered down to that -- it becomes more under the control of institutionalized administration. You know -- JJ: So the school itself? FN: -- now, it’s limited. “No, you can’t strike. No, you can’t protest.” It was like a -- JJ: So the schools come in, they give you a little money, and then they start to intrude? Or am I putting words in your mouth? FN: No, actually, MEchA -- [01:11:00] well, it’s a way of getting funds from the school too, you know, but -- JJ: So -- go ahead, I’m sorry. [What were you saying?]? FN: No, I just think that to some extent, it got weakened when it became MEchA in general, you know, as opposed to giving everybody their autonomy. And yet, having that understanding that we are all there to bridge from higher education to the community -- because one of the strongest concepts we had was to always keep that bridge open and enforced where the community and the higher echelons of education have that connection. You know, but MEchA seemed to lose weakness along with everything else, though, because look at what happened in the late ’60s and the ’70s after all of that protesting of civil rights and stuff. We did get more opportunities. We were able [01:12:00] to progress. I mean, I was able to get a job. Now, some people have master’s, probably even PhDs, and they can’t find a job. So, you know, things seem to get worse, and 41 �you know, the education has slacked off. And I’m talking about not just classroom education, but education of the collective consciousness where we keep together, you know, that commonality of doing social justice. So -JJ: And it was vibrant at that time. FN: Oh, it was at its heighths because of the Civil Rights Movement. It had such an impact. And you know, there’s a book by bell hooks that I have not read, but that I have heard of. She explains how the hippie movement -- [01:13:00] that was very significant for me. It also had a very big impact on me because it was talking about even closer to Mother Earth style that I think we all need. But somehow, it started getting very -- the Civil Rights Movement had that approach of, you know, doing things under nonviolence. Cesar Chavez was incredibly strong in that, you know, to bring social justice -- JJ: And you said you remember him. FN: Oh, yeah. I mean, he led a lot of people, but I’m just talking about in general of -what happened to our movement is that drugs completely invaded every single organization down to the communities, and then the image of the (Spanish) [01:13:52] started taking over. You know, from the civil rights, it went into -- the Black Panthers came from there, the Brown Berets, [01:14:00] and it was like this big, macho stance that it became so testosterone. You know, we started adopting this imbalance within the movement that could’ve been more progressive if we had kept balance with what you can call feminine energy or that energy that Cesar Chavez had or that Gandhi had or Mother Teresa had. You know, that energy of nurturing was sort of pushed to the side, and this other 42 �forcefulness took place that went along with the institution that we have in government, you know. JJ: So you felt that this new movement that was being created, the New Left, the Brown Berets, the Black Panthers, the Young Lords, and all that -- FN: Later -- JJ: -- was just a macho movement. [01:15:00] And -- FN: Uh-huh, became a macho movement, and I’m not saying it was that consciously. I’m saying that because we lack education and critical analysis. Critical analysis is so essential to the way we act because you start saying, “Well, wait a minute. What did I do?” Again, you know, “If I do this today, how is it going to affect seven generations ahead?” We don’t think like that, so the fact that you come out as a big macho and forceful -- you know, what is this effect going to have on your children, on elderlies looking at you on television or a movie or whatever? We really have to understand what we’re doing. And of course, we’re going to make mistakes, you know, but when you’re educated, it helps a little bit more. And I’m not saying that you get educated in [01:16:00] higher institutions. I’m saying education on your own where you explore, where you read on your own, where you even hold book clubs; study groups, which is about the same. But where you understand yourself, how you’re going to affect others, how it’s a global, you know, village -- I mean, I just learned about the Gregorian time and the 13 moons, that the ancients used to have a 13-month moon calendar. And it was turned into a 12-month which became a machine for making money. Twelve months, 60 minutes -- that’s what we live by. “How much money am I going to 43 �make every hour,” instead of seeing the cycle of the moon is between [01:17:00] women’s hips, you know? And that 13-month was -- you knew that the cycle of the moon moved in 28 days completely, and you were in rhythm with the cosmos. I mean, now we have to have special classes to connect us to the cosmos, you know? Take a yoga class and, you know, go over there on the other side of the world to do mantras or meditation. We all had it; it was part of our nature. This is going back to the Indigenous understanding of respect and love for nature. I told you I can talk forever. JJ: No, you’re doing fine. FN: Did you -- JJ: So -- FN: -- want a break? JJ: It’s up to you, but I don’t -- FN: No, I don’t. Watch out for that. JJ: Okay, so what about the women that were involved? There were women in the Panthers. There were women in the Brown Berets. [01:18:00] There were women in the Young Lords. FN: The Young Lords. JJ: And the -- FN: Well, you probably have a good idea. It’s that they probably felt left out, and they became a meat market. You know, it was a place to go -- yeah, you became a Brown Beret, but look at all the women that are going to come to you. (laughs) Or they have the same -- women love men in uniform whether it’s a prison 44 �uniform or a Brown Beret or a police or -- I don’t know. That’s a saying. I guess it applies to everybody in a uniform, (Spanish) [01:18:36] the lack of the respect of women taking leadership, I think, was one of the downfalls. And it continues to be a downfall because you don’t see women that are for the common good in leadership positions. Most likely, you will see women [01:19:00] as heads of -(Spanish) [01:19:01] COEs or people that are head of corporations? What -JJ: CEOs? FN: CEOs, uh-huh. And they have done testing where these women have more testosterone than the men because they have had to fight in this greedy, masculine, profit-making world, you know. They have built up more testosterone than men, and so this is the kind of woman you have in lead positions. But you don’t have that nurturing, and any man that has this nurturing is considered soft. I mean, I even remember Cesar Chavez being criticized because he was too soft. He wasn’t strong and brutal and demanding, you know. He was a soft, nurturing, inclusive -- he was incredible because I didn’t realize until a year ago that one of his favorite songs was [01:20:00] De colores. And I always thought that -- well, to me, it’s not a very romantic song. You know, most likely, I would think of it a song for kids, but to him -- from what I understand, these women that worked very, very close to him -- it was inclusive of everyone in the struggle for workers’ rights, for the dignity of workers. JJ: Because De colores means “Different colors”? FN: Everybody, and that is amazing to -- JJ: Like the colors of the rainbow. We had a rainbow coalition, so... 45 �FN: And I think that if it hadn’t have been for my understanding of what the United Farm Workers were at that time, I would have been probably very much spaced out of it completely, out of the movement, because you saw a lot of this aggressiveness, [01:21:00] a lot of disrespect, drugs. Then getting into the same pattern that exploiters get into -- you know, making money and to hell with everybody else, or just focusing on the nuclear family and to hell with everybody else; putting away the elders and, you know, having no respect for them. So the United Farm Workers, even though it’s not as strong as it used to be, had one of the greatest impacts. And probably one of my biggest foundations is -- because you could say I got to see Christ in action, you know, and that was Cesar’s image. Because when I left my house, one of my vows to myself was that I was never going to get mixed up with a Mexicano because of [01:22:00] my father’s role in my life. I said, “Man, these Mexicanos are not good, you know?” So when I saw Cesar Chavez, it was unbelievable that a man in such big power -maybe he didn’t recognize his power. Maybe he did, but he didn’t abuse it, and to me, that was so incredible. And I had that opportunity to be maybe -- oh, my God, I sat next to him, so I will go back to that story. When Sylvia and I used to hitchhike, we were going to San Francisco to party with my cousin who was in the Third World Movement, right, one of the leaders. And I remember I had these pink, plastic, hard rollers because we were going to go party, and we were outside of this little town called [Yuha?] at a gas station. It was dark. It was about [01:23:00] probably ten o’clock at night, and so I’m in the bathroom. You know, we had stopped at this bathroom, and we’re going to get out back on the 46 �freeway and start hitchhiking again. And she says, “Cesar’s here,” and I thought she was talking about some guy at San Diego State. I said, “Oh, that guy! Can he get away from us,” or something like that. So anyway, she’s serious now. She says, “No, it’s Cesar Chavez.” I said, “What?!” You know, I couldn’t believe it, so I walk out there. And sure enough, they saw us. You know, we were coming out of the bathroom, (laughter) and I had this -- you know, they’re bright pink rollers, hard plastic. And so, you know, I got so embarrassed because we had been in Delano, and had been there helping out with the boycott with [?]. And I think, you know, we helped wherever we could. You know, we had gone with the [Regretas?], who were very, very strong [01:24:00] as organizers and everything else. They were very influential there, so I was afraid that he was going to recognize me, but I guess, you know, he had too many people. He didn’t, right, but he sent one of the guards over, and he says, “Cesar wants to talk to you.” (laughter) I didn’t want to go because I was so embarrassed that the only reason we were out hitchhiking was not to do any work for the common good. We were out there to party. And so he said, “Well, what are you doing,” and I lied to him. I said, “I have a very sick aunt in Fresno that I’m going to go see.” I don’t know if he swallowed that story or not, but I sat in the backseat. I remember sitting in the backseat, and my friend, I think, also -- they had two guards and two dogs, or one dog. I don’t remember. And I remember I questioned him about [01:25:00] nonviolence. I questioned him about the Black Panthers, the violence, nonviolence, and he was, you know, very calm, very patient. And one of the things I remember him talking -- because he used to say 47 �stories are very simple to the people. And I know this because of the women that I have connected with in Coachella that he used to tell stories to be able to grasp the people’s attention at a very folk level. And he says, “I’m a leader, and I’m going up the mountain.” He says, “But when I get to the top, I can’t continue down because they will lose sight of me. I have to stay very close,” and so, you know, that’s the way he would explain it. He couldn’t do anything without the approval or acceptance or the [01:26:00] belief of the people that were supporting his philosophy. JJ: What do you mean, close to the people? You mean that was his important [thing?] -- FN: And there was no way you could just lash out in front like a big egotripper. JJ: But you were challenging his nonviolence. You mentioned the Panthers and that. FN: Yeah, because I was telling him -- JJ: Was that your frame of reference, or...? FN: Well, because people had always said, “Oh, you know, he’s too soft, and you know, we need people out there that really know how to knock teeth out and --” JJ: So at one point, you did believe in that? FN: Well, no, I would hear -- JJ: Oh, you would hear it. FN: -- and I would question, and I would think, “Well, why?” JJ: I mean, because the Panthers were more into self-defense. They weren’t really promoting violence, but -- 48 �FN: Mm-hmm. But then again, it’s a lack of education, and on a personal basis, you know these images that came across as very egoistic and very macho. [01:27:00] Look at Chicago when they arrested those seven guys and -- who was it, the guy that was the Black Panther? JJ: Oh, Bobby Seale, okay. FN: No, I don’t think it was Bobby Seale. JJ: Yeah, you mean the Chicago Eight trial? FN: Yeah, it was -- JJ: Yeah, Bobby Seale was the eighth person. FN: But he didn’t want to cooperate with the other ones. JJ: Right, he felt it was important to be separated because of -- he was being treated differently. He was an African American being treated different. He felt that, you know, because of the -- FN: See, but the way that comes out is that -- JJ: We actually were taking people downtown when he was there. FN: Again, a lack of education because the way it comes out on the media is that he just didn’t want anything to do with whities. JJ: No, absolutely not, because I remember the Panthers had a rainbow coalition. We were part of that, and so was the Young Patriots. FN: (Spanish)? [01:27:55] JJ: Hillbillies were part of that, (laughs) so -- FN: See, but -- 49 �JJ: [01:28:00] -- hillbillies wearing the rebel flag and all that of the South on their field jackets -- FN: Confederates? JJ: The Confederate flag on their field jackets were part of the rainbow coalition that Fred Hampton of Chicago -- Bobby Lee also -- organized at that time. So like you said, the message was not that [race was?] -- FN: The media portrayed them as very brutal and uneducated, and of course, the drugs infiltrated everywhere. They connected them with drugs. JJ: And you said a real good point there. The media [dug?] into that. The media, you know -- FN: So the questions that I got to ask -- JJ: Okay, so -- FN: -- Cesar Chavez was, well, how did he feel about the image of, you know, this force. And maybe not in those exact words, but I was fishing for understanding. JJ: So you’re anti-macho, but you’re still saying, [01:29:00] “How come you’re not a macho?” FN: Because I was fishing for understanding. JJ: Oh, you were fishing, so you were playing devil’s advocate at that point, which -- FN: Yeah, well, I guess to some extent -- JJ: At that time. FN: -- but he was very staunch in his explanations. I mean, he never felt challenged by me in no way. You know, here, I had these big old pink rollers on, probably -I don’t know. I just -- 50 �JJ: Okay. Do you think that also maybe his movement was more mature than these other movements that were just beginning, or -- I’m putting words in your mouth. FN: Yeah, well -- JJ: Could that have been it too, or...? FN: -- I’ll tell you I thought there was more discipline, more respect, more dignity, and there was less of this brutal image that came out. You know, [01:30:00] (laughter) with the Brown Berets and with the shades, you know, they came out - JJ: Yeah, that’s how it was. I mean -- FN: You never saw Cesar Chavez do that. JJ: -- we had people like that too because actually, what I meant -- for example, the Teatro Chicana, right? I mean, in the beginning of any organization, any movement, you know, there’s a lot of mistakes made. You know, it takes a while before it gets mature to be more inclusive, so tell me about the Teatro Chicana. How did that form? FN: You don’t want to -- JJ: Because that was -- FN: -- take a break? You don’t want to get a more comfortable chair? JJ: Yeah, I could take five seconds, so a second with the -- (break in audio) JJ: Okay, so as -- FN: So in general, I think what I want to emphasize is education is not just learned in a university or a classroom setting, that education is learning [01:31:00] the 51 �inside of -- for example, I had no knowledge about the Black Panthers being so expansive in their minds to be inclusive because the image I said that was portrayed was that they were very macho, very into just Black people. That was very, very strong. And everything else, you know, that is happening in our movements is to emphasize the need to be critical and analytic (Spanish) [01:31:39] we get a certain image of -- to understand, we really need to go further than what is presented in front of us. And that goes for everything, so to be an educated person is beyond a university credential. [01:32:00] It’s being a savant, and to be able to intuit -JJ: Savant? FN: Savant in understanding the need for people’s emotions to be interpreted in a more objective way, to have respect for intuition or your gut feelings of certain things that you don’t understand, but to explore it further; or go with your gut feeling so that you’re able to progress. JJ: Okay, so you said -- FN: So now, what happens -- one of the things that was always put out to us by the macho mentality, and I’m talking about also women in the movement, was that we were not [01:33:00] the same as the women’s liberation movement going on at that time. And -- JJ: What do you mean? FN: That, you know, we didn’t want to be identified with them, and yet, you know, they were women. We all have vaginas in common, right, going back to the common foundation. But the fact that we were a little bit more open -- we were 52 �very glad that most of the Anglos at San Diego State got the first women’s studies department recognized in the nation at San Diego State University. JJ: At San Diego State? Okay. FN: And that was outstanding, and they did have an influence on us because we were saying, “Yeah, you know, we’re all women,” and we had something very, very common there. But this whole thing was this fear. “Oh, you know what? You’re not a woman liberator. You’re not a feminist,” you know, so what is a feminist? What is the origin of feminist? [01:34:00] It means “minus faith”. Fe, faith; minus, feminine. That jump came about in the Inquisition. JJ: Oh, really? FN: When the Catholic church was dominating the Indigenous spirituality or religions, women that had knowledge of medicine, women that were independent and very intelligent, were labelled feminist because they had no faith in a patriarchal institution. So they were hunted down, tortured, burned, killed, and murdered in massive amounts to wipe out that connection to nature, that connection to the intelligence of being able to measure. Menstruation [01:35:00] is so much connected to the 13 moons in a year. It’s connected to mental -- mind, moon. It’s connected to Medusa, the goddess which stands for medicine measurement. And women of those days learned how to use -- just like today, except now it’s put in a pill form, and it’s more institutionalized from a college. Whereas at one time, it was in the hands of women who knew how to use these medicines and became savants in how to cure, how to alleviate pain in labor, but they became witches. And even the term witch means “wit”, that you had wit. And under 53 �dominating male supremist patriarchal religions, women [01:36:00] are not supposed to be intelligent. I mean, even in the Bible, Eve wanted to have intelligence, so she ate an apple. So from there, you know, we have our foundation. Whether it’s very sanctioned, the sacred and whatnot, (Spanish) [01:36:17] had that to go by. You know, “Hey, wait a minute. In the Bible, you came from my rib,” and I’m going like, “You can shove that Bible wherever because I’m not going to accept that.” So we have that foundation already in the Chicano movement, and this struggle for being respected, for having dignity -because, you know, if you enjoyed sex, you were a slut. If you didn’t have sex, you were labeled frigid or a lesbian. I mean, we got to a point where we said, “So what? You know, [01:37:00] whatever you think -- what I’m doing is I’m working towards a common good. That’s what’s important. That’s my action, and whatever you want to label me because of your personal macho attitude also coming from other women who...” Then, you know, it’s our action that’s going to speak out, so we didn’t completely go with the women movement. I mean, we stayed within our organization, but at the same time, without knowing, we had to build the space. And I think that’s why the Teatro emerged because one of the things that -JJ: The Teatro Chicana, it was called? FN: The Teatro Chicana, but it was actually -- JJ: It had different names, right? Did -- FN: Actually, all of us were Chicanas, and the Teatro comes from a bigger group because the women at that time in MEchA, you know, were feeling this sense of 54 �disunity and disrespect, so we band together. And one of the things -- we said, well, we needed to have a conference where we could [01:38:00] tell our mothers who we were, what we had become, and what we saw. And even though we didn’t want to be in the tradition of our mothers, we still wanted them to know where we were going. And also, at the same time, we developed study groups. The Woman Question was one of the books that we read. JJ: Oh, you did read The Woman Question? FN: And then from the women’s movement, we learned about the origin of the family state and private property, which gives you a good background on a different view of how all of this happened. You know, the concept of private property, the government, the inferiority of women as a whole -- so it’s a very good book that became a basis, you know, of our understanding. And we had study groups, and then we developed into our -- JJ: What was the study group or reading group? FN: A study group was where we all read the same material, [01:39:00] and then we rehashed it. “I have a different view. You have a different view,” so we try to put all these views to make sense of where our understanding takes us to have some kind of common ground. And so one of the main things is that we wanted to include our mothers, which became later on -- now as I read from an article, it was very significant because nowhere in the women’s movement did they bring the mothers into the changes that they were going through. JJ: Was this when the play -- FN: Chicana Goes to College? 55 �JJ: Chicana Goes to College, okay. FN: You know, first, we had to separate from the family, the mother, the box of being in a family and not moving from there. And then we move into the university setting, which we find is conflict with trying to adjust because we came from -- we were not college-prepared [01:40:00] students, so we were struggling in college, you know. A lot of us dropped out. And okay, then we get into the Chicano movement, and oh, my goodness -- slap in the face, you know? But we stayed, and we struggled -- JJ: What do you mean, slap? FN: Well, because of the disrespect. Like I said, you know, men could have all the sex, and they were not downgraded. But if women had a lot of sex, they were downgraded. Well, why? You know, what is this all about? So we were all in the social justice movement. We were all there for equality, you know. What was the double standard being played out, you know, within our social justice movement? So the Teatro came out of a need to -- I guess what they call today these fancy terms like a third space or sacred space maybe [01:41:00] where you can express yourself; (Spanish), [01:41:03] your doubts. Because I mean, like I said, you can be one of the most educated people, but you still make mistakes. And we will always be learning, but it’s that experience of working through errors and mistakes. It goes beyond what is learned in books, you know? It’s the experience of walking hand-in-hand with education and experience, so the Teatro became a sacred space, and I didn’t know it then. I didn’t understand the importance of it. 56 �JJ: Well, how was it formed? I mean, what was the -- FN: Well, one of the -- JJ: -- first meeting of the Teatro? FN: -- first things that I always remember is Delia Ravelo, who was the cofounder. JJ: Okay, and who was she? FN: Delia Ravelo was about two years younger than I was. She came in in 1970. I came in in 1968, [01:42:00] so I was already mature, you know. JJ: Came into the school? FN: San Diego State University. And I remember her being with [a black rose on?], and really, she didn’t want to look at me. But I sort of searched for her, and when she looked at me, it was like some kind of connection that I couldn’t understand at the time. But I knew that there was this need for these younger women to connect somehow with those of us that knew a little bit more, and then on, you know, we worked in the organization. We mopped and we swept, but we also wanted to do speeches, you know. We also had a mind -- JJ: What organization? FN: MEchA. JJ: Oh, okay, so she came into MEchA, and you met in MEchA. FN: Yeah, we were all in it, and we were very active. JJ: So the Teatro came out of MEchA? FN: Yeah, the Chicanas came out of MEchA. The Chicanas was a bigger [01:43:00] group of women. The Teatro came out of this group of women. JJ: Of the Chicanas? 57 �FN: Of Las Chicanas of San Diego State. JJ: So you have Chicanas that are separate from the other (Spanish)? [01:43:10] FN: Which other (Spanish)? [01:43:13] JJ: Because you said the Chicanas were a separate group of MEchA. FN: Well, Las Chicanas were the members of MEchA who were female, and so -- JJ: As the -- FN: -- from there, we formed the conference. And that conference is where the Teatro emerged from. JJ: Okay, from MEchA -- FN: Because (Spanish). [01:43:35] JJ: Okay, I’m thinking MEchA -- FN: (Spanish) [01:43:40] -- JJ: -- is a woman’s group, but it’s not a woman’s group. It’s everyone. MEchA’s everybody. FN: The female members of MEchA -- JJ: Okay, the female members of MEchA. FN: -- at that time. And maybe some of them weren’t even members of MEchA, but - JJ: Yeah, some of the -- FN: -- we sort of magnetized towards each other. JJ: So the female members of MEchA [01:44:00] organized this Teatro? FN: No, organized the conference. JJ: Organized the conference. 58 �FN: And from the conference, some of the women wanted, through poetry, dancing, song, Teatro, a history panel, to do this for our mothers. So all of us were in the same group, but we divided into doing different types of presentations for our mothers. We became the Teatro because -- JJ: And what was the first things that you did as a group? FN: We did Chicana Goes to College, which is the female -- JJ: The play? FN: Yeah. JJ: Can you describe something of the -- FN: She leaves the house. She gets into the university, conflicts with the university and the superstructure and racism, and then the third stage is inequality within her own movement [01:45:00] for social justice. So that was the foundation of Teatro Chicana, although I thought that it was only going to be for our mothers. But the ones that moved it forward was Delia Ravelo because as always, we were always very active in MEchA. We were organizing a recruiting conference. It’s an annual conference -- I still think it goes on -- where you get buses for all the high school students around San Diego and ship them into a big auditorium in San Diego, and then talk about recruitment and the opportunities of college and whatnot. So she says, “Well, we should do that (Spanish) [01:45:38] for the recruitment conference,” and I said, “No, that was for our mothers.” And then she says, “But it still applies because it’s pushing forward the need for education.” And so, you know, Delia Ravelo and Peggy Garcia were the ones that really pushed it, and from then on, you know, we kept [01:46:00] on. You 59 �know, then the book explains the stages of Teatro Chicana, which goes into Teatro Laboral, which goes into -JJ: Which book is that? FN: It’s called Teatro Chicana, edited by Laura Garcia, Sandra Guiterrez, and myself. JJ: Okay. That’s a recent book that came out, or...? FN: In 2008 -- JJ: Two thousand eight? FN: -- published by the University of Texas, and I guess this is where Laura comes in. JJ: Well, yeah. I mean, you can kind of describe it if you want to move [into it or?] -- FN: No, I think she can take over. JJ: Okay. Well, let me ask you then about the murals at the church. Okay, what -- FN: Well, the reason I went to Chicago -- I think I was 19 or 20, and I was going to go see you. I was going to go be with you, but that didn’t happen. (laughs) JJ: Okay. But I mean, how was that -- FN: Well, that’s part of the murals. So when [01:47:00] you and I did not become an item in more or less terms, then I still had three weeks’ vacation. And my plane ticket, you know, was for three weeks that I was going to stay in Chicago, and so since I was at that time already with the intentions of becoming a registered nurse, there was a clinic set up. And I remember -- JJ: In the -- FN: In the church, uh-huh. JJ: -- People’s Church? Okay. 60 �FN: And so I started volunteering there. I said, “You know, just because you have a personal breakup in a relationship, what does that mean?” That’s sad, you know, but still, at that time -- to me, you know, you were my first revolutionary love, so I love -- JJ: Okay, but I don’t understand. How did you come to Chicago? What was the -- FN: Because of you. Because of our revolutionary love that we had through letters. JJ: But when did we meet? FN: We met in Denver, Colorado. JJ: Oh, the Denver, Colorado conference, okay. FN: Mm-hmm. And so I started volunteering [01:48:00] at the clinic, and I -- JJ: But did we establish a relationship in Denver, Colorado? I mean, I -- FN: We connected as long distance lovers. (laughs) JJ: Oh, okay, I see. FN: Yeah, we wrote letters, and I have one of your letters. JJ: Okay, so you definitely have proof, great. (laughs) FN: Yes, so -- JJ: Okay, so we connected. So we were writing letters? FN: Yes, uh-huh. JJ: At that point, okay. But then when you came to Chicago, I was married or -- I wasn’t married legally. FN: You were with another woman -- JJ: I was with someone else. FN: -- more or less. 61 �JJ: And that’s what happened. I was a clown. FN: That and whatever, but anyway, it was a disappointment. But still, you know, our love was bigger than just you and me, right, because we claimed our love for the people. JJ: For the movement, so -- FN: So I stayed around at the clinic and volunteered, and then I had the younger Young Lords -- I guess, you know, your peer group that used to hang around. It’s Cosmo and [01:49:00] Tarzan and -- JJ: Yeah, we had -- FN: -- [Comraddy?]. JJ: -- different levels of the Young Lord. We had a local branch, a state branch, and the national branch. FN: Well, I was just with the locals that hung around the neighborhood. And what was so strange is that the Latin Kings used to hang out -- JJ: They hung out there too, uh-huh. FN: -- a lot more than the Young Lords. JJ: Yeah, they hung out more on the street. FN: But the Young Lords, like I said -- Comraddy, Tarzan, Cosmo -- were around a lot, and so we started cleaning the place, you know, because after you stay a while, you say, “God, that’s messy,” you know? You start cleaning, so we were putting things away and throwing stuff away, and we came to this closet full of paints. And I told Cosmo or -- I don’t remember who it was -- Tarzan or someone, “Hey, what’s all this,” you know? “Oh, that’s paint that they use for the 62 �church.” I said, “Oh, isn’t this going to waste, or is it going to be used?” He says, “Oh, you know, well, we thought about putting a sign --” JJ: Well, [01:50:00] it came from the hardware store. It was a donation. FN: Oh, okay. “So we were thinking of putting a sign up, ‘The Young Lords’, in front of the church.” And I said, “Well, why don’t you guys do it? The paint’s here. Do it.” And so I think somebody did volunteer. I don’t remember who it was, but they were doing the letters so crooked. I said, “You know, I can do better than that, right?” Not that I was trying to put down the brother, but -- JJ: But you were an artist. FN: No, I wasn’t an artist. I mean, I loved artists -- JJ: You were -- FN: -- and I was going to school to become a registered nurse, but I always wanted to be an actor. And so the first one we did was Che Guevara, and I said, “Well, you know, I can do the print.” And they say, “Well, how about doing this?” You know, and so then -- JJ: And then Che Guevara was right by the door, and I think it said “Young Lords Organization” or “National Young Lords”, something like that. Do you have a picture? FN: Yeah, I have a picture of it. [01:51:00] And then from there, one time -- JJ: Lower it and hold it up to the camera there for -- FN: -- you showed up. JJ: Oh, you have a picture of the church back then too. 63 �FN: Yeah. This is how I looked when we met in Denver, Colorado. This is me talking at the Denver, Colorado conference. JJ: You spoke there also? Okay. FN: Yeah, a little bit. I don’t know where this picture is. JJ: But the picture of the church is -- I mean, if it’s showing the murals. There’s none with murals. FN: Yeah, these are the murals that Carlos Flores took pictures of. Otherwise, we would have no knowledge about ’em, but -- JJ: Actually, we have some photos too of the church. FN: Oh, yeah? JJ: Both Carlos and some of -- there’s a confusion of who was there. FN: Well, he was one of the main ones taking pictures at the time with a rinky-dinky camera. Oh, yeah -- JJ: There it is. FN: -- this is it, and it doesn’t look like Che Guevara. JJ: Okay, hold on one second. FN: But that was an attempt of the image at that time [01:52:00] to put forward. JJ: Okay, bring it up a little bit. Okay, there you go. Okay, so you painted Che Guevara and “National Headquarters Young Lords Organization”? FN: Yes, uh-huh. JJ: Okay, so you painted our -- FN: So then from there, I went on -- 64 �JJ: What do you call the sign of an organization in the front? Our logo. You just painted the -- that wasn’t our logo, but that was our -- FN: Uh-huh. I didn’t paint the one in the front of the church. JJ: You didn’t paint that big logo? FN: No, I didn’t. JJ: Oh, I thought that was you. FN: No, that was somebody else. JJ: Oh, so that was Peter Clark. Peter Clark was the other muralist, okay. FN: Yeah, no, I didn’t. I -- JJ: Okay, I’m sorry. I thought that was you. Okay, but you painted Che. FN: But again, I was so mad at you, okay? You came one time, and you said, “Oh, you should do this,” and so I sort of did follow it. I did Emeterio Betances, Lolita Lebrón -- JJ: That one was specific, I remember. FN: -- Pedro Albizu Campos, and then the last one -- I said, “I’m going to do one of myself.” Not myself specifically, but -- JJ: Adelita [01:53:00] de -- FN: -- Adelita de Aztlán. JJ: Okay, but I did tell you to paint the ones -- FN: Yeah, you went around one time, and you said, “I want you to do it.” But, you know, I was going to be flying out in a couple of days, and then I was so mad at you anyways, so yeah, I said, “No, I’m leaving, you know. I can’t do it,” or whatever. So you must have gotten somebody else to do it. 65 �JJ: Oh, you didn’t paint those? FN: Not the logo in front of the church, just everything on the side. JJ: So you put the -- FN: All of the murals on the side are mine. JJ: Okay, if you could put that close to the camera -- FN: But you can’t -- it’s not a very good picture. JJ: But if you put it close, you can see the -- FN: Yeah, all of these on the side, I did; five, actually. JJ: On the side of the church. FN: And the one on the front must have been by Peter Clark, you said? JJ: Yeah, Peter Clark was the other muralist. And if you put -- FN: (Spanish)? [01:53:44] JJ: Yeah, there you go. Leave it right there. Okay, so you painted those right there on the side of the church. FN: All on the side, Emeterio Betances -- JJ: Lolita Lebrón. FN: Lolita Lebrón -- JJ: And then -- JJ: -- and Pedro Albizu [01:54:00] Campos. JJ: Right, okay, because -- FN: And that came out of an attraction for you, all of those murals. But like I said, you know, I always understood my attraction to you -- that was my first revolutionary love, so it was bigger than just the two of us. 66 �JJ: Right, and [I couldn’t be?] -- FN: And the murals were that explosion into a bigger part of us, and that’s how they got done. JJ: Okay, we definitely appreciated it. They’ve had an impact for the community, and it, you know... FN: You know, I remember people used to stop and look at them, and they’d say, “Oh, she’s a gypsy.” They didn’t know who I was. “She’s a teacher that was --” JJ: Oh, while you were painting it, you mean? FN: Yeah. And then I remember people would feed me sometimes because I mean, geez, you know, I was there with nothing. And I got fed, you know, and then -- JJ: Because we had [01:55:00] food with the breakfast program and all that stuff -- FN: And then Hilda also -- JJ: -- so everybody kind of ate. Oh, you met Hilda at that time? FN: Oh, yeah, I was living with Hilda. I stayed with Hilda. Otherwise, I wouldn’t have had a place -- JJ: Oh, was it Hilda Ignatin, or another Hilda? An older woman or a younger -- FN: No, younger. She was -- JJ: Oh, Hilda -- FN: Yeah, Hilda. JJ: -- [Torres?]. FN: That’s how come I remember her so well because without her, I wouldn’t have had a place to stay. And she allowed me to stay there, and I could come and go as I pleased, you know, so that was very helpful. 67 �JJ: So I mean, you’re coming in there talking about image. You know, we were a gang. I mean, we didn’t incubate. We went right from the gang into the political group, so we made a lot of mistakes because -- FN: Oh, we all did. JJ: -- of that. Where other groups were able to sit back and do a study group or something, we just went right into that. But I mean, can you describe the -- when you first come here, [01:56:00] I mean, you’re expecting one thing, but you still saw those people working. How were they? I mean, we’re just right out of the gang, you know, but how did you see it? FN: Well, I know they had the slogans, right, because as soon as I left the airport when I got into Chicago, I got on a taxi. Get off the taxi, see you with another woman, and then there was a parade -- Puerto Rican Day, July. And all of the slogans -- everybody was well aware of Libre Puerto Rico and -- JJ: In the neighborhood, you mean? FN: Yeah, right there at the side of the church, people were organizing for the march. And all of these community -- like Cosmo -- JJ: Oh, so we’re having a demonstration as you come in? FN: And we march. JJ: And it’s about Free Puerto Rico? FN: Mm-hmm. JJ: Is it -- FN: But it was Puerto Rican Day. It was a big parade in Chicago, and [01:56:00] we didn’t have a license or permission to be in that parade, but there we were. 68 �JJ: We got in. That’s what I remember, right. FN: Uh-huh, and I mean, I said, “Dang,” you know? JJ: And we got in, and we’re talking about Free Puerto Rico, right? FN: Yes, uh-huh. JJ: Yeah, I remember [I had a girlfriend?], and this is probably [why you remember that one?]. So you came in right at that moment as we -- FN: And I was in the parade without permission from the authorities. JJ: (laughs) And we went right in. FN: Yeah, we were in there, so I knew that there was a lot of heart. There was a lot of poverty. There was a lot of ignorance, but there was this willingness to -- JJ: Poverty? What do you mean? FN: When I went to the store on the corner, the vegetables were bad, you know, to me. Coming from an agricultural rural community where they looked so beautiful, you know, I just thought, “Wow.” And then where I stayed with Hilda -- I mean, it was infested. I remember it [01:58:00] being infested with roaches, you know, because -- JJ: You’re talking about somebody else’s house now. (laughs) FN: Well, no, the apartments that people lived in -- very crowded, very dark, and you know, dingy. JJ: But was it in that community? FN: Uh-huh. JJ: Okay, so what -- 69 �FN: Yeah, I used to walk every day to the church to continue painting, and so I remember that. And then I remember that people don’t have access to recreation, so the hydrants were open, the water hydrants. JJ: So they were open. Yeah, I -- FN: And then one time, the police came and shut ’em off twice. And the third time, they showed up with billy clubs and paddy wagons, and people got arrested and everything. I mean, that was one of the first kind -- I mean, I was sort of shocked. I was barefooted because, you know, we had been going in and out of the water, and I had been painting, you know. And I just went to get my feet cooled off, and they had the congas. You remember everybody used to play the congas? And everybody [01:59:00] came out of their little what you call ratholes, I guess, or their little houses or places that they had. And all the children playing, dancing, and running, and the mothers, you know, gossiping -- I mean, it was very, very community, and all the congas were fabulous. You know, the heartbeat of that beautiful darkness was there, and yet -- you know, so much light and water and children running, and people in the community. And the third time when the cops showed up, they showed up with all of this force, you know, and they stood in a row. And, you know, I remember they started -- I said, “What are they going to do,” you know? And so they started charging, and somebody says, “Run!” Somebody grabbed me, and we were running through the alleys in broken glass. You know, I cut my feet and [02:00:00] everything. We were hiding behind trash cans, and I remember the cops coming and banging the trash 70 �cans looking for anybody, I guess, they could get a hold of. And people did get arrested that evening, so that was an eye-opener for me. JJ: But the community -- how did they feel towards the Young Lords? FN: Well, they all looked very at peace, and they were enjoying the congas. And they were enjoying whatever little scenery there was. You know, part of the murals were already done, little skinny trees that they had. JJ: So they’re hanging out by the mural and by the church outside in the summer? Okay, and then when -- FN: So that was a very different kind of atmosphere that I hadn’t experienced because first of all, you know, those hydrants had been turned off twice, and we weren’t [02:01:00] doing wrong, you know. But then there was so much comfort and so much delight in that fountain of water spurting everywhere, and everybody got wet. It was like a cleansing, refreshing -- and that’s all they could do. I mean, we couldn’t go in a boat cruise and, you know, be waited on. I mean, that was the heighth of entertainment recreation. JJ: So the Young Lords -- you didn’t see them marching all over the place formal or anything like that. Would you say they were formal or informal, or...? FN: Well, we were very infor-- I’m saying we because I was with them, and there was nothing really formal to be about. It was just everyday trying to survive, everyday existence. And you could say, well, that was very dull, but if you didn’t make that space or [02:02:00] you didn’t bring that inspiration, it was almost like a dead silence. But it had to come out of you to put out. 71 �JJ: Yet, people were cleaning the church, you were painting murals, and there was programs in the church. FN: Oh, yeah, people were coming in to be medically assisted. JJ: How would you describe the clinic there? FN: Well, it was attending the community. JJ: I mean, did it look like a regular clinic? FN: Well, I mean, I’ve seen better places, but they were doing their best. I think the guy that was working was Martha and Alberto. JJ: Alberto Chaviro, right. He was there at the clinic. FN: Very, very devoted people. I mean, just -- JJ: He was the master of health, yeah. FN: -- good people from the heart, you know? They just weren’t doing it to show off or -- JJ: And actually, he wasn’t Puerto Rican. FN: Yeah, he was Mexicano. JJ: So Chicago had other [02:03:00] Latinos, right, not just Puerto Ricans, although we were supporting independence for Puerto Rico. So Alberto Chaviro was Mexicano. FN: (Spanish) [02:03:11] Martha. JJ: (Spanish) [02:03:12] Martha, and there were others at the clinic. FN: And that’s how I got close to them because I worked at the clinic and -- JJ: You did work at the clinic? FN: Yeah, I volunteered. 72 �JJ: Okay, but see -- FN: I mean, remember, you and I didn’t continue, but I had the opportunity to invest more time in what was going on, definitely. It probably would’ve been the same whether I had been with you or not, but I was volunteering at the clinic. And that’s how we discovered the paint when we started cleaning other areas of that church; the basement or the kitchen or the closets. And, you know, that’s how we discovered it. JJ: But it wasn’t disrespectful. I mean, it was because I was with someone else at that time. I wasn’t being disrespectful to you or to what [02:04:00] we -- you know what I’m saying? FN: No. JJ: You didn’t take it like that, but I was trying to be respectful at that time. No? FN: I don’t know. (laughs) JJ: Okay, you don’t -- FN: I just know that -- JJ: Okay, well, it didn’t work out then. FN: -- yeah, you and I did not become an item like they say. But, you know, I knew that you and I were bigger than just us. I knew that. JJ: Okay, I appreciate that. Okay, so I’m just trying to describe the clinic because I think you’re very good at describing things. And I’m trying to -- you know, if you can describe not just the clinic, but I mean, how it functioned and -- what do you recall? 73 �FN: Well, I remember Alberto being the doctor. And of course, when a patient comes in, you take their blood pressure; you know, the elementary stuff that determines, you know, their condition further on. And the people felt, you know, [02:05:00] pretty comfortable going in there. And of course, the people that attended them, you know, like Alberto and Martha -- their hearts were in it, so I think that made a big difference in the way the program was run with the very little that we had. We had more love to give than anything else, but they did their best in those conditions. JJ: What about some of the other volunteers? FN: To tell you the truth -- JJ: What type of people were they? I mean, I -- FN: They were in their -- probably not credentialed, but they did the best they could. And I don’t remember too much, the other people, to tell you the truth, but the whole spirit of that clinic was to serve and not [02:06:00] for profit, not for greed. It was to serve at a human level. JJ: In fact, did anybody pay money to come to the clinic, or...? FN: I don’t think people had money to pay. JJ: So it was a free clinic? FN: Yeah, it was a free clinic. JJ: It was a free -- now, what about the breakfast for children program? That was run out of the church too. Were you familiar with that? FN: I really didn’t get to see that. JJ: So you didn’t work on that one? 74 �FN: No. JJ: Okay, but you did some there with the mural. They were talking about a daycare center at that time. Did you -- FN: No. JJ: No, you didn’t see that, did you? FN: No, I basically -- JJ: That was later because when you -- FN: -- was just at the clinic and stayed at the church. JJ: But you were there when it was just getting painted and started in the neighborhood clinic. They were painting the inside too. That’s why we got the paint. There were murals inside too, no? FN: I don’t remember seeing murals inside. JJ: Okay, that was Peter Clark. He put in -- FN: Yes, because then when I did the side, then the front came on later. JJ: [02:07:00] Oh, that came later. Okay, that’s the “Tengo Puerto Rico En Mi Corazón” sign, but you did Che. FN: Yeah, I did Che -- JJ: You definitely did Che. FN: -- and the other five murals. JJ: Yeah, you did five murals, okay, the other murals. Okay, you didn’t do the People’s Church one. There was a People’s Church one too. That was Peter? FN: Correct. 75 �JJ: Okay, all right. Okay, so you go back from there. And then where did you get involved after that? You’re still with the Teatro, or no? FN: Oh, yeah, the Teatro went on for 12 years after we got out of the college, and then we got into the community. And we were able to keep it for 12 years. And then after that, I moved up north, and of course, later come back and reconnect. But Delia and I never disconnected, Delia Ravelo, so that’s when the idea started brewing -- [02:08:00] and I guess Laura can tell you this. You know, she took a class, and she wrote this article about her participation or her days in Teatro, and people got very interested. And then Suzanne Oboler told her, you know, that that could be published. And then she showed up at a reunion, and then that’s when we all started getting the idea, “Well, we should all do the same and put a book together.” But of course, like everybody else has their dreams, Delia Ravelo and I were going to be writers. When her last child left from her house to go to college, that’s when we were going to start, but Delia got very sick with stage four cancer, and she struggled. She was able to -- JJ: She’s still alive, or no? FN: No. She was able to live another 18 months, and during that time, this idea started building up. She was able to write her story, [02:09:00] and I was able to help her because she was very debilitated. You know, but Laura actually started moving us sooner than what we expected because of that. But Delia passed away, and of course, you know, I was very angry because we were supposed to be writers, and her last child was going out of the house. But I will never -- she’s 76 �always with me. And from that first time that I saw her -- she’s always with me, well, in a way. (laughs) JJ: Okay, yeah. Well, thank you very much. END OF VIDEO FILE 77 � https://digitalcollections.library.gvsu.edu/files/original/1320e625755122a54af70fdda9498da3.mp4 3ee752ee86225f6f0002d893b1c202d8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Felícitas Nuñez vídeo entrevista y biografía Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_Nunez_Felicitas Title A name given to the resource Felícitas Nuñez interview and transcript Creator An entity primarily responsible for making the resource Nuñez, Felícitas Description An account of the resource Felícitas Nuñez lives in Bermuda Dunes, California. She and Delia Ravelo are co-founders of Teatro de Las Chicanas. The concept began when women of Movimiento Estudíantil Chicano de Aztlán (MEChA) brought their mothers to a university setting. There they organized a “Seminario de Chicanas” so that the mothers could understand what their daughters were going through. They wrote and performed “Chicana Goes to College.” And as a result of the audience’s positive response, Ms. Nuñez and Ms. Ravelo formed the Teatro de Las Chicanas. In the beginning years the core group consisted of just Ms. Ravelo and Ms. Nuñez, but many young women participated in the Teatro. Though working in San Diego, they were influenced by the leftist political ideals of the San Francisco Mime Troupe. They also united with the objectives of the Chicano Movement which included, among other things, social justice, bilingual education, and unionization. It also went further to address women’s equality. Several of the plays written and performed by the Teatro as well as the memories of their core members have been published in Teatro Chicana: A Collective Memoir and Selected Plays (2008). Most of the women who joined the Teatro came from farming towns throughout California and most of them were the first of their families to attend college. Around the early part of June 1969, Ms. Nuñez traveled to Chicago and met with the Young Lords who were transforming themselves from a local Puerto Rican gang into a human rights movement. One month earlier, the Young Lords had occupied the administration building of McCormick Theological Seminary (today on the campus of DePaul University) with 350 neighborhood residents and held it for an entire week. The Young Lords won all their demands, including $50,000 seed money for two free health clinics, $25,000 to open up the People’s Law Office which still operates today, and $650,000 to be invested by the seminary in low-income housing. One week earlier, the Young Lords had occupied a huge United Methodist Church on Dayton and Armitage, which they were in the process of transforming to become the Young Lords National Headquarters. The church would also house their Free Community Day Care Center, Free Dental and Health Clinic, and Free Breakfast for Children Program. All these programs were modeled after the Black Panther Party programs, of which the Young Lords had recently also connected via Fred Hampton’s Rainbow Coalition that Field Marshall Bobby Lee had also helped to broker. After the take-over of the church, the Young Lords quickly made amends. They did not want to disrupt any church service. When asked by the press if the Young Lords were going to allow the church to hold service, Mr. Jiménez quickly responded, “that it was not really a take over as the doors were now open to everyone, and that he and other Young Lords were planning on attending the services, being led by Rev. Bruce Johnson.” Some members of the congregation left but the Young Lords started meetings with the rest of the congregation, and together they designed the People’s Church symbol and produced a button that showed chains being broken. The Young Lords were cleaning up the church and adding needed paint when Ms. Nuñez arrived and volunteered to organize a group of muralists. Inside the church, Ron Clark and others were painting a mural of Puerto Rican history in the gymnasium. Outside, Ms. Nuñez’s group painted the Young Lords symbol of ”Tengo Puerto Rico En Mi Corazón” or “I have Puerto Rico in my Heart.” This lettering was in purple, with a green map of Puerto Rico, and a brown fist holding a rifle. (It had been designed by Ralph “Spaghetti” Rivera and Mr. Jiménez. The first buttons were printed at the Green Duc Button Company at Lake Street and Halsted). Other murals that Ms. Nuñez and her volunteers painted on the church walls were images of Adelita, Emiliano Zapata, Lolita Lebrón, and Don Pedro Albizu Campos. Someone else, probably Ron Clark, painted Che Guevara by the side entrance to the office, with the lettering “Young Lords National Headquarters.” These wonderful murals could not be overlooked in Lincoln Park. Not only were they featured in the news, but Lincoln Park residents would drive by and stop in to see the various programs and activities, making People’s Church the center of the Lincoln Park neighborhood. By then most Puerto Ricans had been forced out of Lincoln Park and there was also plenty of room for others to join the Young Lords Movement. Hispanos representing all Latino nations joined the Young Lords, including members of other minorities, middle class individuals, workers, the very poor, and students. The Lincoln Park Poor People’s Coalition was formed and Mr. Jiménez was voted president. The Northside Cooperative Ministry, of which Rev. Bruce Johnson was a prominent member, was also established during this period, and it supported the Poor People’s Coalition and the Young Lords. Just sixty days before Mark Clark and Fred Hampton were shot to death, assassinated in a predawn raid led by State’s attorney Edward Hanrahan, Rev. Bruce Johnson and his wife Eugenia were also discovered in their beds stabbed multiple times, in a cold case that remains unsolved. The Eulogy was given at the church with Young Lords fully participating, providing security and traffic control. There was also a spontaneous march through the Lincoln Park Community where Rev. Bruce Johnson worked with the poor. Ms. Nuñez left Chicago unaware of the impact she had made in the Puerto Rican community and in Lincoln Park. The Teatro Chicana did participate in the impromptu Lincoln Park Camp in Michigan in the 2000 and the Young Lords 40th Anniversary celebration in Chicago in 2008. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-08-25 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/743b48d598d97556e432b28aff98607e.pdf 7d148b97ffb5fcf7df4acfdf5b62524d PDF Text Text ���������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_2002_Nunez-Felicitas_Madre-de-Corozon Creator An entity primarily responsible for making the resource Nunez, Felicitas Date A point or period of time associated with an event in the lifecycle of the resource 2002 Title A name given to the resource Madre de Corazon Description An account of the resource Skit written and performed at the Lincoln Park Camp by Felicitas Nunez in 2002. Subject The topic of the resource Young Lords (Organization) Young Lords (Organization) History Puerto Rican Civil rights Puerto Rican Social conditions Chicago (Ill.) Civil rights movements Community activists Source A related resource from which the described resource is derived Young Lords in Lincoln Park collection (RHC-65) Relation A related resource Young Lords in Lincoln Park interviews Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s https://digitalcollections.library.gvsu.edu/files/original/925fe6da20f44e48f8c26928f4bce978.mp4 bbd0e2708756cb53e124cb96e1a9dc60 https://digitalcollections.library.gvsu.edu/files/original/35a3304ee539352191fa8c899b97d3b2.pdf d314cb7d7bc8eb855a72653d7d6c0c1d PDF Text Text Grand Valley State University Veterans History Project Ernest Nunley (01:02:35) (00:15) Background Information • Ernest was in the 5th service squadron of the 8th Air Force during World War Two • He started out as a private and ended as a sergeant • Ernest was inducted in Oklahoma City on December 4, 1941 • He began basic training when Pearl Harbor was attacked • He spent 6 months in Mississippi for basic training and then went to Virginia • He spent 4 months in Syracuse New York and then went to Fort Dix in New Jersey • The trip overseas took 4 days and he was told that the ship held 23,000 [ed. note the largest ships only carried 3,000 or so] troops (5:15) 5 Months in NE England • There was an air raid right after they reached their barracks • They got the next day off and went into town to visit • Then they moved south to an air base, where they stayed for 2 years, or the duration of the war • Ernest traveled with a convoy to Germany, where he stayed for four months after the war • He was then sent to Camp Lucky Strike in France for 1 month and then went back to the US • Everyone was sick on the trip back home • There was a big storm and they were getting ready to abandon ship • He was discharged on December 17, 1945 and he then went to Alabama (13:40) The Air Force • Ernest was able to make his own decisions regarding where he would be stationed and training because he had enlisted before being drafted • The Air Force [Army Air Corps at this time] had told them that they would send him to school, but that never happened • On his first day in the service, they received immunization shots and their uniforms • He got some time on furlough in Syracuse because his dad had a heart attack (17:20) Boot Camp • Boot Camp was very rough and there was lots of marching • It was very hot and they had to work all day long • He sometimes had KP from 2am until 10pm; they had to feed 3,000 troops • They had to clean pots that were 8 feet wide and 6 feet tall • Ernest communicated with his family by mail (26:00) England • The country was similar to the US, but there was less technology �• • • • The English were all very strong He was a welder in a shop that worked on repairing planes Ernest never experienced any combat During Christmas of 1944, many bombs his their air base and killed a whole crew (41:05) Crew Members • They wanted to get him drunk because they knew that he did not drink that much • They slipped him a bunch of whiskey at a dance and he had to ride his bike home • He woke up the next day on the road next to his bike (43:50) Entertainment • There were dancing and music entertainers; Bob Hope and Joan Stafford • They made friends with some of the locals and Ernest was invited to a wedding ceremony • He was able to go to Scotland on leave for 3 days (50:45) Showing of Pictures � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context NunleyE Title A name given to the resource Nunley, Ernest (Interview outline and video), 2005 Creator An entity primarily responsible for making the resource Nunley, Ernest L. Description An account of the resource Ernest Nunley served in the Army Air Corps during WW II. He worked on an airbase in England with the 5th Service Squadron, 8th Air Force, and was stationed in Germany after the war. Contributor An entity responsible for making contributions to the resource Hoard, Kristen M. (Interviewer) First Baptist Church of Otsego (Otsego, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Army. Air Corps World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Text Moving Image Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2005-11-06 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/63979a3008ceb57733875da0c4dc6e79.mp4 3ea74b54927b7d77c6869e81f21f7a1d https://digitalcollections.library.gvsu.edu/files/original/cf4094fb37ac3388f06fd5be6b136fa9.pdf 4533be696599ddd0c46d65cf155cfe39 PDF Text Text Grand Valley State University Veterans History Project Interview Vietnam Stephen Nyenhuis Total Time – (38:41) Background      He was born on April 11, 1949 (00:04) He was born in Princeton, Minnesota (00:27) o At the age of 2, his family moved to Grand Rapids, Michigan In Grand Rapids he went to Southwest Christian High School until the sixth grade (00:53) o He then attended South High School in Grand Rapids (01:00) o Halfway through the eighth grade he quit school He worked for a bakery, laundromat, and then was drafted into the Army (01:16) He had three brothers o His oldest brother has passed away o His brother Mark served in the military for four years (01:50)  He served in West Berlin decoding messages Enlistment/Training – (02:32)       He served in Vietnam from April 1969 – May 31, 1970 (02:40) When he was drafted it just felt like it was something he had to do for the country (03:11) o His family was very proud of him When he left for Vietnam he was very sad (03:36) o Once he got going he felt better o His brothers were very sad when he left o They were able to stay in contact (03:58) He was transported from Grand Rapids to Detroit via bus (04:18) o In Detroit he received his physical o After a few days he received his orders to go to Fort Knox, Kentucky for basic training He spent eight weeks in Fort Knox for basic training (04:37) Basic training was fun and easy for him compared to other units o There was a lot of testing o They would do physical exercising, marching, etc. (05:02) �      o Looking back, he wishes that he would have been part of a unit that had more rigorous training – he would feel like he was more a part of the service (05:52)  Most of the time he did just enough to get by He then spent twelve weeks in AIT (Advanced Individual Training) (06:13) o In AIT he spent a lot of time in classrooms, doing tests to see what his strengths were, etc. o After the testing he was told that he was best suited for being a typist He went to his Company Commander and they mutually decided to send him to another base where he could be a military policeman (07:05) o He was sent to Fort Gordon, Georgia (07:16) After a background check at Fort Gordon, they found that his background check was not good enough to be an MP He was sent to Fort Polk, Louisiana to learn how to be a truck driver (07:38) In between Fort Gordon and Fort Polk he served on coal duty o He was at Fort Polk for eight-ten weeks After a two week break he returned to Fort Polk where he received his orders for Vietnam (09:04) o At the time he was glad to go because he felt like he was serving his country (09:35) o If he had to do it over again he would go to Canada (09:48)  He believes that America “has no business sticking our noses in other peoples countries when our own country is in such chaos” (10:06)  He believes that most wars are just for financial gain Active Duty – (10:32)     He was sent from Oakland, California to Anchorage, Alaska to Japan, and eventually landed in Vietnam The flight over was cheerful because the stewardesses would try to keep the soldiers in a happy mood (10:59) o They knew that some of the soldiers would not return Many of the Vietnamese people spoke English (11:35) o He was able to learn some of the Vietnamese language The Vietnamese were nice to the Americans when they were working for them (12:04) o In combat areas some Vietnamese would go to help the Americans – once they were on the American bases they would be found out to be North Vietnamese trying to kill Americans o He never came in contact with Vietnamese that were unfriendly (12:55) o Sometimes the Vietnamese seemed happy that the Americans were there o There were women that would go in and wash their things o There were Vietnamese that would help the Americans load supplies (13:37) �             They would be paid to help He received his money from the Army – they were paid once a month (14:11) o He made roughly $350 every month (14:18) o There were PX’s (Post Exchange) where soldiers could spend their money  Soldiers could buy cigarettes, alcohol, and just about anything o Soldiers could save up their money and go on vacation (14:46) He was in Vietnam for thirteen months o He extended for twenty-eight days so that he could get “Early Out” (15:08) o He found out about the Early Out six months after he was in Vietnam When he found out that he would leave early he was happy (16:24) o He was excited to go home and try to be a normal person again His main job in Vietnam was to drive a Sergeant major and a Major around o He never really had to drive them very much – he just had to keep the vehicle clean (16:50) o He would sometimes drive them to airports (17:16) o He never had conversations with them He then transferred to a transportation outfit hoping to go on convoys (17:55) During the last two months that he was in Vietnam he fixed flat tires (18:24) o They would go to a few outposts but they would mostly pick up supplies that came in on airplanes o They would pick up 2x4 plywood, tools, etc. (19:07) On the convoys, there were usually two vehicles in front that were meant for protection o There would be 5-20 vehicles in the convoy and two vehicles for protection in the back as well o The significance of a convoy was to supply outposts that were running low on supplies (19:57) o The convoys never ran into any kind of combat or warfare He sometimes wishes that he had gone into the combat o He believes that it will not show on his record but he had requested to be transferred to a combat unit (20:43)  He was turned down for the combat unit o If he had gone into combat and done some of the things that were in his thoughts at the time, there is a good chance that he could not live with himself (21:35)  He believes he would have been the type of person that would cut ears off and wear them around his neck (21:47) His daily routine was to get up early, eat breakfast, and receive orders His job of fixing flat tires was essentially an eight hour/day job (23:11) There were no other men in his unit that expressed a desire to go into combat (24:23) o The soldiers typically did what they had to do to get by He was able to form relationships with a couple of other soldiers, but for the most part he was “a loner” (24:39) o To this day he is still “a loner” � At the time, Vietnam was what the country asked him to do so he did not question it (25:20) o He was simply doing what his country asked of him After the Service – (25:36)                  After he served in Vietnam and came back, he did not do much for a few months (25:54) He eventually returned to his job at the bakery (26:02) o He stayed at the bakery for one year He took a lot of different jobs and spent a lot of time hitchhiking around the United States (26:17) When he returned his family met him at the airport (26:36) o His church had a welcome back for him as well He was able to maintain contact with his family while in Vietnam o He received roughly one letter every week from his family (27:41) o He would sometimes get mail from other people as well o It would typically take 3-4 days to receive a letter It was difficult to adjust to civilian life o He was torn up inside (28:25) Roughly two years after he returned he joined the Army Reserve for one year (28:45) He did six months in the National Guard o In Gaylord, Michigan they went and did some maneuvering and drills o He was able to keep up with training even though he was not in the military (29:34) When he first returned home he was very willing to go back to Vietnam o He sometimes wishes that he would have reenlisted so that another person would not have to go to Vietnam (29:56) When he looks back at the war he is sad and confused (30:13) He had a lot of anger inside of him during the war Even though he did not see combat he believes that the war changed him as a person (30:53) It was hard for him to maintain a job because he struggles with keeping his work life separate from his private life (32:37) He found most of his jobs on his own (33:04) In 1994 there was a special program for Vietnam veterans that struggled with substance abuse, alcohol abuse, or mental problems o He stayed in the program for nearly a year and a half (33:32) o The military service helped him in some ways To this day Vietnam effects him He does not believe the military owes him anything for his experiences in Vietnam (34:23) �   o He believes that it is his own problem – he gets overwhelmed and does not know how to handle things very well o Some of his problems come from substance abuse, depression, and some others (34:54) He is not sure why Vietnam has changed him He will always support American troops but he thinks that wars today are senseless (36:17) o The wars are causing a lot of problems in the United States o Many of the soldiers are coming home with PTSD (Post-Traumatic Stress Disorder) He knows that there must be some kind of military presence but he feels like American should take care of itself first (37:46) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context NyenhuisS1424V Title A name given to the resource Nyenhuis, Stephen (Interview outline and video), 2012 Creator An entity primarily responsible for making the resource Nyenhuis, Stephen Description An account of the resource Stephen Nyenhuis was born in 1949 in Princeton, Minnesota. He dropped out of school in the eighth grade and was eventually drafted into the Army in 1969. Stephen was sent to Fort Knox, Kentucky for eight weeks of basic training and was then sent to Fort Gordon, Georgia for AIT training. He then transferred to Fort Polk, Louisiana where he learned to be a truck driver. After his training at Fort Polk, he received his orders for Vietnam. While in Vietnam, Stephen worked in convoys transporting supplies and near the end of his service he fixed flat tires. Because of his duties he never saw combat. Contributor An entity responsible for making contributions to the resource Hall, Tabitha (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Vietnam War, 1961-1975--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2012-04-21 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3631c8d66e5e574cc54f3c0e68f0376a.mp4 7642e4caff41df9a4877f552ed6ca233 https://digitalcollections.library.gvsu.edu/files/original/b1b3f65454f8dcb7335e5bf3270e6a3f.pdf 7834fc6fe97417cb06a4016c6167c6b2 PDF Text Text Grand Valley State University Veterans History Project Frank O’Boyle (00:37:52) (00:22) – Background -Born in Detroit on 29 June 1924 -Has no memories of his mother, as she died when he was very young -Raised by father and aunts & uncles -Moved to West Michigan to live with aunt and uncle -Came when he was young -Stayed until he was thirteen -Moved back to Detroit area -Lived in Ecorse, MI with aunt and uncle -West [actually south, ed.] of Detroit -Near steel mills -Moved back in with his father after he remarried -Father was the superintendent of schools in Ecorse -Later became a lawyer -Graduated from Detroit’s Central High School in 1942 -Was accepted to attend Harvard after high school -$400 tuition -$400 room & board (05:53) – Pearl Harbor -Was still in high school -Was working at Grosse Pointe Yacht Club on that Sunday -Did not know where Pearl Harbor was before that day -Describes Harvard and people at Harvard (10:18) – Joining the US Navy -Stated that, at the time, “everybody joined” the military -Did not go to boot camp -Enlisted while at Harvard -Went to pre-midshipman school for a couple weeks -Was on a ship for most of his Navy experience -Had to make repairs on ship before it was ready to be used -Was a communications officer (16:08) – VE Day -Was on his ship when he heard about it -Was probably on the ship for VJ Day, but does not remember -Left service in 1946 (16:45) – Finishing up at Harvard and Law School �-Describes himself as a “True Harvard Grad” -Earned a Bachelor of Arts degree in Liberal Arts -Other Harvard grads only attend one of Harvard’s colleges -Went to Northwestern University College of Law in Chicago -There was a long wait to get into Harvard Law School -Northwestern’s program was recommended by one of his professors -Applied to University of Michigan’s Law School, but decided not to attend -Originally wanted to be a doctor, but his father wanted him to be a lawyer (21:17) – Life after Law School -Went back to Michigan -Worked for road commission -Started in engineering -Later worked for real estate department -Retired after 35 years (22:43) – Life after retirement -Job as recorder of Detroit Commandery until 1993 -Woke up and “couldn’t move” after 80th birthday party -A friend, named Phillip, took him to Beaumont hospital in Royal Oak, MI -Stayed at Beaumont for a few nights, because he had no one to take care of him -Put on blood thinner -Checked into a nursing home for a week -Underwent operation on his back to save his leg -Has moved into a nursing home for the time being -Was always too busy to get married -Joined Masonry (31:26) -50 years ago -Joined shrine in 1973 -Describes his upward mobility within the Masons -His friend, Phillip, got divorced after 26 years -Bought a house near Traverse City -Frank prefers to live in apartments -Has a girlfriend that lives in Lansing -Phillip visits Frank about once a week -Was once Attorney General for the State Highway (37:11) (37:52) – End � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context OBoyleF Title A name given to the resource O'Boyle Frank (Interview outline and video), 2005 Creator An entity primarily responsible for making the resource O'Boyle, Frank A. Description An account of the resource Frank O'Boyle joined the US Navy after enrolling at Harvard University in 1942. He served as a communications officer on board his ship during the war and returned to Harvard in 1946. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Navy World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2005-08-03 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9edaf5ade103474a84aef7d9e869288d.mp4 5d55b22d7230a5cc91ea29975526ac84 https://digitalcollections.library.gvsu.edu/files/original/4ca2ef81a295bd6909299834c23f9c74.pdf 973d921fbaa1e0124ce88c3c44a59caf PDF Text Text Grand Valley State University Veterans’ History Project Robert O’Brien World War II 57 minutes 8 seconds (00:00:20) Early Life -Born in Detroit, Michigan on October 31, 1922 -Moved when he was an infant to Grand Rapids, Michigan -His father was a dentist -Wound up following in his father’s footsteps after the war -Mother was a housewife -He had three older siblings, and three younger siblings -Attended mostly Catholic schools when he was growing up -Almost graduated from St. Augustine Cathedral School in Kalamazoo -Family moved back to Grand Rapids and he graduated from Catholic Central -Wound up getting an honorary diploma from St. Augustine -Met his wife-to-be at Catholic Central -Graduated from high school in 1940 -His father did a lot of dentistry work via a barter system that he set up with patients -Ex. Do a couple fillings if the patient would put up wallpaper in the living room -Growing up in the Depression he didn’t notice how much money his family had -Knew that he was being taken care of and that’s all that mattered -As he got older he began to follow the news about Germany and Japan (00:03:44) Start of the War and Enlisting -In his second year of college Japan bombed Pearl Harbor -Remembers men quitting school and enlisting the next day -He was at Grand Rapids Junior College (now Grand Rapids Community College) -He definitely did not want to be drafted, and especially did not want to be 4F (unfit for service) -Dream was to get into aviation -Navy recruiters came to the school and asked if anyone wanted to join -He enlisted in the aviation program and was accepted -Wanted to finish his second year of college first though (00:06:28) Training Pt. 1 -The science and math courses he had taken made the aviation training easy for him -One of the most exciting things was his first solo flight at Bowling Green State University, Ohio -Received preflight training at the University of Iowa -During that time he was in excellent physical shape -He was involved with boxing in Iowa -Remembers feeling really strong -Training began in the summer of 1942 after his sophomore year of college -For the first part of training he was sent to Delaware, Ohio -Most of the places that he trained at were colleges -Lived at the college in Delaware, Ohio -Moved into a sorority house that had been acquired by the Navy �-Received his basic training at Delaware, Ohio -Sent to Ottumwa, Iowa and started to get into aircraft there -At that time of his training the Navy would recruit football coaches from major colleges -Used them as instructors -Remembers in the college in Ohio there was a huge pool with a tall diving board -Used it to simulate jumping off the side of a ship -Also had to learn how to deal with a panicking shipmate -An instructor would jump in behind you and pull you underwater -Had to learn how to get them off you then pull them to the surface -It was easier for him since he had come from Michigan where there was a lot of water -He trained alongside other men that had a commitment to the military -A lot of the training consisted of classroom work and learning about flight and aircraft -A lot of men washed out when it came time to actually fly (00:13:46) Training Accidents Pt. 1 -At Ottumwa a man with the same last name as him had a flight accident and lost his leg -Public Relations notified Robert’s family and the Grand Rapids Press -Had thought that he was the one that had been injured -Public Relations quickly discovered their error and notified his family and the press -Allowed Robert and his mother to meet in Chicago so that she could see he was okay -When he was doing his solo night flight at Ottumwa the man in front of him crash landed -He thought he had a green light to land -Made a split second decision to pull off and circle back -Almost clipped the wing of the plane that had crashed -Turned out that he had actually had a red light which meant he was not clear to land -He was almost ejected from flight training due to his mistake -He had a good record though which saved him from being washed out (00:18:23) Stationed at Whidbey Island Pt. 1 -He wound up stationed at Whidbey Island, Washington with a land plane squadron -Orders to go overseas kept getting cancelled which meant that the war was winding down -Did rocket training and gunnery training around Mount Baker in the Cascade Range -Flew the Curtiss SB2C Helldiver -The first time he flew one had didn’t really know how to fly that specific model of plane -Managed to land at an auxiliary field and got acquainted with the plane -He held the rank of ensign when he was sent up to Whidbey Island (00:21:00) Training Pt. 2 -In basic training there was an emphasis on discipline -Navy prided itself on having a professional image -He had no trouble adjusting to that kind of lifestyle -Wanted to have a good record throughout his time in the Navy -All of his training lasted four (or five) months -Went to ten different bases before reaching his duty station at Whidbey Island (00:22:22) Stationed at Whidbey Island Pt. 2 -He was assigned to VP 199 at Whidbey Island -A patrol squadron (00:22:33) Overview of Service Pt. 1 -Started at Delaware, Ohio then went to Bowling Green State University �-Did his first solo flight at Bowling Green State University -Went on to pre-flight training at University of Iowa -Received primary flight training in the Stearman biplane at Ottumwa, Iowa -During his first flight in that he went up with an instructor -Instructor did a lot of acrobatics to get the airsickness out of cadets -Went to Corpus Christi, Texas to get commissioned as an officer in the Navy -Went on to Pensacola, Florida (00:25:08) End of Service Pt. 1 -Left the Navy as a lieutenant junior grade -When the war ended he could have stayed in the Navy and made a career out of it -Had no chance of becoming a high ranking officer though -Simply because he had not attended the United States Naval Academy (00:26:20) Overview of Service Pt. 2 -From Pensacola, Florida he was sent to Lake City, Florida -From Florida he was sent up to Beaufort, South Carolina then on to San Diego, California -Started his training sometime in the summer of 1942 (most likely June 1942) -Arrived at Naval Air Station Whidbey Island in late 1942 (00:28:09) Stationed at Whidbey Island Pt. 2 -Spent a lot of time waiting around for orders to be deployed -Thought they’d be sent to Alaska, or into the Pacific Theatre -Orders would arrive and then get cancelled -Spent a lot of time playing tennis to kill time -Whidbey Island had a seaplane base and a land plane base -Seaplane base had PBYs for search and rescue missions -Also had some PBYs painted black for night operations against the Japanese -Received daily reports about the war’s progress -Had a sense that the Allies were making good progress against the Axis -Had heard about the Battle of Midway in the summer of 1942 -Conducted patrols for Japanese submarines off the northwestern coast -Trained with depth charges and torpedoes -Trained with those weapons on a nearby lake -Referred to torpedoes as “fish” -He loved to fly around the islands that were in Puget Sound -Had three men in a crew (NOTE: In the Helldiver there were only two crewmen) -The pilots had to know about navigation and many other fields -This was because they had to maintain strict radio silence during flights -Never saw a single Japanese submarine -Worked with American submarines looking for Japanese submarines -There was still concern that Japan might try to attack the West Coast -Heard about Japanese midget subs scouting the San Francisco Harbor (00:36:53) Visiting Seattle -He was allowed to visit Seattle -Flew into Seattle Airport and then relatives would pick him up and he’d stay with them -Remembers there wasn’t a war feeling in Seattle -Meant to him that the Allies were in control of the war -There were still blackouts at night �-Remembers sailors would go into the city and get drunk -As an officer he would have to get them back to their base -Attended some USO Shows -Appreciates what the entertainers of the time did for the troops (00:40:24) Stationed at Whidbey Island Pt. 3 -During his time at Whidbey Island he would also ferry high ranking officers around -Flew a transport that he had received no prior training with -Seamless transition though -Showed him that the Navy did an excellent job training pilots (00:41:06) Reflections on Service Pt. 1 -Navy taught him how to focus -All throughout his time in the Navy he was determined to be a survivor no matter what -The values that he learned in the Navy went on to help him in dental school (00:42:32) End of Service Pt. 2 and End of the War -Received orders to go to Great Lakes Naval Station, Illinois in November 1945 -Heard very little about the end of the war in Europe in May 1945 -Heard about the atomic bombs being dropped on Japan -Didn’t have much of an opinion about it other than that he supported President Truman -Most people agreed with President Truman’s decision -Remembers when President Roosevelt died and how so many people grieved about that -When the war ended in August 1945 there was a lot of celebrating (00:46:06) Visiting Seattle Pt. 2 -When he was stationed at Whidbey Island he had bought a Model T to drive around the area -Drove with other men in an effort to save gas -Also wanted to make sure he had other people with him in case the car broke down -Remembers that it was incredibly difficult to get new tires for cars during the war -As a result he had a tire repair kit to patch tires in case he got a flat (00:47:02) Coming Home -In November 1945 he took a train across the country to Great Lakes to get discharged -Saw snow that was up to the top of telephone poles in South Dakota -Enjoyed all of the train trips that he took in the Navy -After getting discharged he went home to Grand Rapids -Started looking for jobs once life settled down (00:48:37) Life after the War -His wife was a physical therapist at the Mayo Clinic in Grand Rapids -At the time only men were allowed to be department heads -Wanted to be a department head so he could be with his wife -Eventually abandoned that and decided to pursue dental school -Applied to dental school and was accepted to that at the University of Michigan -His sons became dentists and his grandson became a dentist -Started seriously dating his wife-to-be after the war -Has lived in Grand Rapids for sixty six years (as of 2015) (00:49:53) Training Accidents Pt. 2 -Felt very blessed during his training -Almost crashed on multiple occasions but managed not to -Feels that God, or a guardian angel, was watching over him �-There were a lot of crashes in the Cascade Range during rocket training -A close friend of his was killed during a training run -In Ottumwa, Iowa he remembers seeing the wreckage of a plane that had crashed -The pilot’s body had basically been meshed into the plane -So severely that if they wanted to bury the pilot, they’d have to bury the plane (00:52:30) Veterans’ Organization Involvement -He is now a member of the American Legion -Went on the Spirit of Grand Rapids Honor Flight to Washington DC in May 2015 -Chance for WWII and Korean veterans to go to DC and be honored for their service -Attended a WWII veterans’ convention in Grand Rapids -Learned about the Honor Flight there (00:53:52) Reflections on Service Pt. 2 -It taught him how to focus -Taught him about the importance of life and of the people around him -The GI Bill that he got from his service tremendously helped him with dental school -Didn’t have to pay any money for his dental school at the University of Michigan -Tends to be very thankful now -Proud to be a veteran of World War Two -Has always felt bad for the men that were 4F or the men that got washed out -Understands it was for the best though because it probably saved their lives and others � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_OBrienR1774V Title A name given to the resource O'Brien, Robert F. (Interview outline and video) Date A point or period of time associated with an event in the lifecycle of the resource 2015-05-22 Description An account of the resource Robert O'Brien was born on October 31, 1922 in Detroit, Michigan. His family moved to Grand Rapids, Michigan when he was a baby and he grew up there. In the spring of 1942 he enlisted in the Navy with the intention of becoming a pilot for the Navy. After receiving training in Ohio and Iowa he was commissioned as an officer (receiving the rank of ensign) in Corpus Christi, Texas and then went on to receive further training in Florida and California before being assigned to Naval Air Station Whidbey Island, Washington. He was assigned to a land based squadron, VP 199, while at Whidbey Island where he flew a Curtiss Helldiver and patrolled the waters off the northwestern coast for Japanese submarines. After the war was over he received orders to go to Great Lakes Naval Station, Illinois to be discharged and left the Navy in November 1945 with the rank of lieutenant junior grade. Creator An entity primarily responsible for making the resource O'Brien, Robert F. Contributor An entity responsible for making contributions to the resource Jones, Adam (Interviewer) Subject The topic of the resource World War, 1939-1945--Personal narratives, American United States. Navy Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Language A language of the resource eng Type The nature or genre of the resource Text Moving Image Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4